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The effect of pre-task planning on computer-based second language writing.

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Title: The effect of pre-task planning on computer-based second language writing.
Authors: Wu, Jingwen1 (AUTHOR) jwu178@outlook.com, Ellis, Rod1 (AUTHOR)
Source: Language Teaching Research. Mar2026, Vol. 30 Issue 3, p1619-1642. 24p.
Subject Terms: *English language writing, *Academic discourse, *Pre-tests & post-tests, Linguistic complexity
Abstract: Drawing on models of first language writing and models of second language (L2) oral task performance, this quasi-experimental study investigated the effect of pre-task planning (PTP) on the product of computer-based L2 writing against a no-planning (NP) condition with the total time-on-task controlled for. It also examined the possible influence of writers' strategy preferences on the effect of PTP. The study adopted a within-group design. Forty-three participants were required to complete two argumentative essays on a computer with one produced under the PTP condition and the other in the NP condition. A post-task questionnaire was used to collect participants' strategy preferences. Statistical analyses showed that PTP affected only writing fluency and had no effect on complexity, accuracy, lexis, idea density and coherence and cohesion. Considerable individual differences were found on how learners were affected by the planning conditions but no mediating effect of strategy preferences was evident. Based on the results, we argue that teachers can require students to pre-plan when they want to encourage fluent writing but should not expect PTP to improve text quality in computer-based writing. Theoretical implications are discussed in relation to the different theoretical positions on the effect of PTP. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Drawing on models of first language writing and models of second language (L2) oral task performance, this quasi-experimental study investigated the effect of pre-task planning (PTP) on the product of computer-based L2 writing against a no-planning (NP) condition with the total time-on-task controlled for. It also examined the possible influence of writers' strategy preferences on the effect of PTP. The study adopted a within-group design. Forty-three participants were required to complete two argumentative essays on a computer with one produced under the PTP condition and the other in the NP condition. A post-task questionnaire was used to collect participants' strategy preferences. Statistical analyses showed that PTP affected only writing fluency and had no effect on complexity, accuracy, lexis, idea density and coherence and cohesion. Considerable individual differences were found on how learners were affected by the planning conditions but no mediating effect of strategy preferences was evident. Based on the results, we argue that teachers can require students to pre-plan when they want to encourage fluent writing but should not expect PTP to improve text quality in computer-based writing. Theoretical implications are discussed in relation to the different theoretical positions on the effect of PTP. [ABSTRACT FROM AUTHOR]
ISSN:13621688
DOI:10.1177/13621688231197575