View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Language Teaching Research 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
Header DbId: ehh
DbLabel: Education Research Complete
An: 191949757
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The effect of pre-task planning on computer-based second language writing.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wu%2C+Jingwen%22">Wu, Jingwen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jwu178@outlook.com</i><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Mar2026, Vol. 30 Issue 3, p1619-1642. 24p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22English+language+writing%22">English language writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+complexity%22">Linguistic complexity</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language Teaching Research 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=191949757
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/13621688231197575
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1619
    Subjects:
      – SubjectFull: English language writing
        Type: general
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Linguistic complexity
        Type: general
    Titles:
      – TitleFull: The effect of pre-task planning on computer-based second language writing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wu, Jingwen
      – PersonEntity:
          Name:
            NameFull: Ellis, Rod
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 13621688
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1