This study sought to explore the effect of teaching prewriting strategies through different methods of input delivery (i.e. conventional, web-based, and hybrid) on EFL learners' writing quantity. In its quasi-experimental study, the researchers recruited 98 available sophomores, and assigned them to three experimental groups (conventional,…

As an indispensable and most difficult part of language acquisition, the importance of English writing has been intensified by the economic globalization and internet revolution due to the special role of English as a universal language (Warshauer, 2000). However, writing teaching and learning has been long perplexing language teachers and…

The current study investigated the effects of different computer-supported cooperative prewriting strategies (text-based brainstorming, drawing, and mind mapping) on the writing performance of elementary-school EFL (English as a foreign language) learners in Taiwan. Three intact classes of fifth graders (N = 81 students; 27 per prewriting strategy…

The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stage on English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eight participants were randomly assigned to two groups participating in Writing II course at Al-Quds Open University (QOU). Both groups…

This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a "coach" and a high school classroom teacher along with her…

Students in developmental writing courses and first-year composition courses struggle with the writing process. Individual instructional strategies have been insufficient to engage these students or build their self-confidences for further writing courses. The purpose of this study was to understand how students perceive a combination of three…

Although it is a well-known fact that students' preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading…

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average…

Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and…

This study aimed at investigating whether applying pre-writing strategies would affect the quality of L2 learners' compositions. Twenty three adult EFL students from Jahad-e-Daneshgahi English centre in Iran participated in this study. They were randomly assigned to control and experimental groups, including 11 and 12 participants in each. They…

Previous studies on the effect of planning on language production have revealed that planning does have a positive effect on language performance in terms of fluency, complexity, and accuracy. The present study was an attempt to investigate the effects of pre-task, on-line, and both pre-task and on-line planning on fluency, accuracy, and…

With respect to the writing process in particular, a now well-established body of research demonstrates that process-oriented writing instruction benefits student achievement in writing. Process-oriented terms and concepts have entered the material environment of America's schools, in textbooks and curricula even where the theoretical bases…

In second-language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers "do to" rather than '"with" students, mainly for…

A fifth-grade school teacher discusses the usefulness of brainstorming as a prewriting activity and illustrates how she used this activity with her students. (MP)

Discusses the pedagogical consequences that follow from distinguishing invention from prewriting. Contrasts the importance of stasis in invention, and the resulting importance of writing with an audience in mind, with prewriting techniques that merely direct students toward exploring a topic without reference to an audience. (RL)