Collaborative prewriting discussion (CPD) is one of the most popular activities in second language (L2) writing classrooms. To help students discuss effectively, language teachers may consider a number of factors and conditions (e.g., task instructions, types of writing tasks, language use, students' beliefs, students' proficiency, or group…

Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students' writing self-efficacy and their cognitive, behavioral, and emotional engagement.…

The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background…

An important issue in the teaching of writing is whether students should prepare a plan before they start writing. Teacher guides generally recommend pre-task planning (PTP) but with provisos. Research that has investigated PTP, however, does not lend unconditional support to PTP. This article takes a look at the research and draws from it a…

This study compared English L2 writers' (N =111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants' integrated essays were scored…

To motivate learners to engage in writing courses and help to improve their writing performance, a mobile-game-based collaborative prewriting approach was proposed in this study. A quasi-experiment was implemented by recruiting two classes of non-English major students from a university in northeastern China. Class 1 learned to write under the…

Numerous studies have investigated the effects of prewriting tasks on writing quality and language (e.g., individual vs. collaborative planning, text-chat vs. face-to-face [FTF] discussion, etc.). Recent meta-analyses have found a small advantage for text chat on writing, but no studies involved logographic languages, for which character learning…

As a reflection of the value attached to interaction in L2 learning, pair and small-group activities have been integrated into different phases in the writing process. Focusing specifically on peer interaction during the planning and revision phases, this "In the Classroom" study explores the relationship between peer interaction and…

Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However,…

Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex…

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the…

Previous studies of prewriting discussions have focused narrowly on classifying the type of student talk e.g., content, organization, language) that occurred during a short planning period. However, less is known about how students' interactions unfold across multiple prewriting discussions in an entire lesson. To gain further insight into the…

Using a smartphone is a very convenient way to learn languages in modern life. To understand the impact of the immersive environment created by a smartphone on essay writing in Chinese for second language learners, a study was conducted on 36 Vietnamese students in their first year at a university in Taiwan. This study adopted an experimental…

This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps of writing process. The participants comprised ten English major students in writing classroom in University of Phayao selected by purposive sampling. They were classified into five…

Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating…