Education

Effects of collaborative vs. individual pre-task planning on EFL learners' L2 writing: transferability of writing quality

N. Fan

This study by Ning Fan explores how different pre-task planning methods impact EFL learners' writing quality. With 120 Chinese college students involved, the findings reveal that collaborative pre-task planning significantly enhances syntactic complexity in writing tasks compared to individual and no planning at all. Discover the strategies that can elevate writing skills!

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Playback language: English

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Abstract

This study investigated the effects of collaborative pre-task planning (CP), individual pre-task planning (IP), a combination of both (IPCP), and no pre-task planning (NP) on EFL learners' writing quality, and whether these effects transferred to a new writing task. 120 Chinese college learners were assigned to one of the four groups. Two argumentative writing tasks were used. Results showed that the CP group produced writings with higher syntactic complexity than the IP, IPCP, and NP groups for both tasks. No such effects were found for other writing quality measures.

Publisher

Humanities and Social Sciences Communications

Published On

Oct 15, 2024

Authors

Ning Fan

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