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Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners' Writing Accuracy.

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Bibliographic Details
Title: Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners' Writing Accuracy.
Authors: Trang, Nguyen Huynh1, Barrot, Jessie S.1 barrotjessie@ueh.edu.vn
Source: RELC Journal. Dec2024, Vol. 55 Issue 3, p688-704. 17p.
Subject Terms: *Prewriting (Writing process), *Control groups, *Classrooms
Abstract: This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners' overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups (N = 101) were designated as two experimental conditions (Pre-EI and Post-EI) and a control group (no explicit instruction). Overall, the improvement by the two treatment groups compared to the control group suggested that both Pre-EI and Post-EI were effective in improving learners' overall writing accuracy and reducing level 2 and level 3 errors. However, the results of between-group comparisons revealed the superiority of Post-EI. These findings indicated that writing accuracy was conditional to both timing and availability and provided a more nuanced understanding of the differential effects of Pre-EI and Post-EI on writing accuracy. Implications for L2 writing pedagogy and future studies are discussed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners' overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups (N = 101) were designated as two experimental conditions (Pre-EI and Post-EI) and a control group (no explicit instruction). Overall, the improvement by the two treatment groups compared to the control group suggested that both Pre-EI and Post-EI were effective in improving learners' overall writing accuracy and reducing level 2 and level 3 errors. However, the results of between-group comparisons revealed the superiority of Post-EI. These findings indicated that writing accuracy was conditional to both timing and availability and provided a more nuanced understanding of the differential effects of Pre-EI and Post-EI on writing accuracy. Implications for L2 writing pedagogy and future studies are discussed. [ABSTRACT FROM AUTHOR]
ISSN:00336882
DOI:10.1177/00336882231184270