Collaborative pre-task planning produces better essay structural organization and clarity than individual planning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The collaborative planning group significantly outperformed the individual planning group (Cohen's d = 0.8). → Soltanpour 2018

Evidence¶

Soltanpour 2018¶

Soltanpour, F., Valizadeh, M., & Ghafarianzirak, F. (2018). Feedback-Mediated Individual and Collaborative Planning: Effects on Structural Organization and Clarity of Argumentative Essays. i-manager's Journal of English Language Teaching, 8(2), April-June 2018. https://eric.ed.gov/?id=EJ1185414

q3 · i3 · causal · r2

LSD post-hoc comparison between the collaborative planning (CP, adjusted M = 16.23) and individual planning (IP, adjusted M = 15.56) groups of 24 participants each, following the robust ANCOVA. The article reports "The effect size was found to be 0.8", a large effect.

"Considering the IP and CP groups, the corresponding Sig. value was 0.000, which was less than 0.05 indicating that there was a significant difference between them, and as the mean scores reveal, the CP group outperformed the IP one. The effect size was found to be 0.8, which is large according to Cohen's (1988, as cited in Pallant, 2013)."

Discussion¶

Related Claims¶

• Pre-task planning, whether individual or collaborative, with or without teacher feedback, improves structural organization and clarity of argumentative essays relative to no planning — related
• Feedback-mediated planning groups (FMIP and FMCP) outperform non-feedback planning groups, and do not differ significantly from each other — related
• Pretest scores strongly predict posttest essay performance in the planning experiment — related