Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners' Writing Accuracy.
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| 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] |
| Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181131990 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners' Writing Accuracy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Trang%2C+Nguyen+Huynh%22">Trang, Nguyen Huynh</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Barrot%2C+Jessie+S%2E%22">Barrot, Jessie S.</searchLink><relatesTo>1</relatesTo><i> barrotjessie@ueh.edu.vn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22RELC+Journal%22">RELC Journal</searchLink>. Dec2024, Vol. 55 Issue 3, p688-704. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Prewriting+%28Writing+process%29%22">Prewriting (Writing process)</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181131990 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00336882231184270 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 688 Subjects: – SubjectFull: Prewriting (Writing process) Type: general – SubjectFull: Control groups Type: general – SubjectFull: Classrooms Type: general Titles: – TitleFull: Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners' Writing Accuracy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Trang, Nguyen Huynh – PersonEntity: Name: NameFull: Barrot, Jessie S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00336882 Numbering: – Type: volume Value: 55 – Type: issue Value: 3 Titles: – TitleFull: RELC Journal Type: main |
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