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
Tags
collaborative pre-task planning
individual pre-task planning
writing quality
EFL learners
syntactic complexity
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