Teaching prewriting strategies significantly increases EFL learners' writing quantity compared with product-oriented writing instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Experimental groups taught prewriting strategies (freewriting, brainstorming, listing, clustering, wh-questions) produced significantly more idea units on the posttest than the control group, with eta squared = .31. → Shafiee et al. 2015

Evidence¶

Shafiee et al. 2015¶

Sajad Shafiee, Mansour Koosha & Akbar Afghari. (2015). CALL, Prewriting Strategies, and EFL Writing Quantity. English Language Teaching, 8(2). http://dx.doi.org/10.5539/elt.v8n2p170

q3 · i3 · causal · r1

One-way between-groups ANOVA on posttest writing quantity (idea units) across four groups of 98 Iranian EFL sophomores after five sessions of instruction; the article reports F (3.94) = 14.426, p = .00, and the printed effect size eta squared = .31, described as large.

"The obtained results indicated a statistically significant difference at the p < .05 level: F (3.94) = 14.426, p = .00. This means that (different modes of) teaching pre-writing strategies did have a sizeable effect on the students’ writing quantity. The actual difference in the mean scores between the groups was also found to be large. The effect size, calculated using eta squared, was .31."

Discussion¶

Related Claims¶

• Conventional and web-based delivery of prewriting strategy instruction do not differ significantly in their effect on EFL writing quantity — a narrower finding that bears on this claim
• Hybrid delivery of prewriting strategy instruction outperforms both conventional and web-based delivery for EFL writing quantity — related
• Brainstorming-strategy instruction produced significantly higher post-test writing performance than traditional instruction among English-major university students — related