Pre-task planning, whether individual or collaborative, with or without teacher feedback, improves structural organization and clarity of argumentative essays relative to no 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¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 All four experimental planning groups significantly outperformed the no-planning control group on posttest essay structural organization and clarity. → 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

Robust one-way ANCOVA on posttest scores of 120 Iranian EFL learners randomly assigned to five groups (IP, FMIP, CP, FMCP, NP), with pretest as covariate. The article reports "partial eta-squared = 0.93", a large effect, with treatments explaining 93% of variance.

"The robust one-way ANCOVA revealed that the groups were significantly different in terms of their scores on the posttests (F 4, 114 = 417.12, p = .000 < 0.05, partial eta-squared = 0.93, power = 1.00)"

Discussion¶

Learner Variables¶

Writing Skills — outcome: instruction changes it

Collaborative pre-task planning produces better essay structural organization and clarity than individual planning — related
Feedback-mediated planning groups (FMIP and FMCP) outperform non-feedback planning groups, and do not differ significantly from each other — a narrower finding that bears on this claim
Pretest scores strongly predict posttest essay performance in the planning experiment — related
Paper-and-pencil concept mapping at the pre-writing stage significantly improved EFL students' argumentative essay performance across five writing aspects — related
Students' argumentative essay quality improves substantially from initial to revised drafts regardless of feedback source — related
Process Writing Improves Writing Quality — a broader claim this one bears on

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Field	Value
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`generated`	by `process:wiki-ingest` on `2026-11-03`
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