EXPLORING THE EFFECTIVENESS OF PRE-WRITING STRATEGIES ON EFL LEARNERS’ WRITING COMPREHENSION
Keywords:
Pre-writing strategies, EFL learners, writing comprehension, brainstorming, outlining, mind mapping, writing instructionAbstract
This research explores how pre-writing techniques enhance writing comprehension for learners of English as a Foreign Language (EFL). Sixty intermediate-level EFL students were divided equally into an experimental group and a control group. The experimental group participated in organized pre-writing tasks, such as brainstorming, creating outlines, and using mind maps, In contrast, the control group adhered to conventional writing instruction that did not incorporate these approaches. Writing comprehension was evaluated through standardized tests conducted before and after the intervention. The results indicate a notable enhancement in the experimental group’s writing comprehension, with an average increase of 25% compared to a 7% improvement in the control group. Statistical analysis confirmed the effectiveness of pre-writing strategies (p < 0.05), highlighting their role in enhancing the organization and clarity of learners' written expression. These results suggest that integrating pre-writing activities into EFL instruction can significantly bolster students' writing skills and overall comprehension.
Downloads
References
Balsells, A. S. (2005). Task-based language learning and teaching.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Addition Wesley Longman.
Byrne, D. (1979). Teaching writing skills. (No Title).
Cumming, A. (2001). Learning to write in a second language: Two decades of research. International journal of English studies, 1(2), 1-23.
Ferris, D. R., & Hedgcock, J. S. (2023). Teaching L2 composition: Purpose, process, and practice. Routledge.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Hyland, K. (2019). Second language writing. Cambridge university press.
Kern, R. (2000). Literacy and language teaching. Oxford University Press.
Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL quarterly, 29(2), 235-260.
Nation, I. S. (2008). Teaching ESL/EFL reading and writing. Routledge.
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge university press.
Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
Schoonen, R., Kaal, A., & Struys, E. (2003). Effects of pre-writing planning on the quality of written texts. Written Communication, 20(4), 410-431.
Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprachen.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary educational psychology, 22(1), 73-101.
