EFFECTS OF IDEA-GENERATION STRATEGIES ON VIETNAMESE EFL STUDENTS’ EXPOSITORY WRITING QUALITY AND SELF-EFFICACY
##semicolon##
https://doi.org/10.46827/ejfl.v8i1.5249##semicolon##
idea-generation strategies##common.commaListSeparator## group discussion##common.commaListSeparator## freewriting##common.commaListSeparator## writing quality##common.commaListSeparator## writing self-efficacy##article.abstract##
This quasi-experimental study was conducted to investigate the effects of idea-generation strategies, group discussion, and freewriting on Vietnamese EFL students’ expository writing quality. Changes in these students’ writing self-efficacy after they used the two strategies were also explored. Forty-seven EFL sophomore students of Tra Vinh University were chosen to be the participants of this study. The students were divided into two groups: experimental group 1 and experimental group 2. In the pre-writing stage, while students in experimental group 1 shared their ideas in a group discussion, students in experimental group 2 generated their ideas through freewriting. Data were collected through two writing tests including a pretest and a post-test, and a self-efficacy questionnaire delivered before and after the six-week intervention. Analysis of the test results exhibited that both group discussion and freewriting enhanced the quality of students’ texts in terms of content and organization, with group discussion resulting in better content than freewriting. Specifically, both strategies helped students’ writing self-efficacy with respect to writing ideation, writing conventions, and writing self-regulation change positively. Finally, some recommendations for future researchers are also mentioned.
Article visualizations:
##submission.citations##
Arumugam, N., Jambulingam, M., Supramaniam, K., & Kaur, K. (2018). Prewriting discussion and academic writing. Advanced Science Letters, 24(4), 2569-2572.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Co.
Belanoff, P., Elbow, P., & Fontaine, S. I. (Eds.). (1991). Nothing begins with N: New investigations of freewriting. SIU Press.
Brilhart, J. K., Adams, K. H., & Galanes, G. J. (2001). Effective group discussion: Theory and practice. McGraw-Hill.
Byrd, D. R. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Learning and Teaching, 1(1), 64-77.
Choi, Y. H. (2012). Prewriting tasks in L2 writing: Comparison of freewriting and clustering in L1 and L2. Korea Journal of English Language and Linguistics, 12(3), 567-600.
East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing writing, 14(2), 88-115.
Elbow, P. (1973). Writing without teachers. Oxford University Press.
Elbow, P. (1998). Writing without teachers (2nd ed.). Oxford University Press.
Ellis, R. (2021). The effects of pre-task planning on second language writing: A systematic review of experimental studies. Chinese Journal of Applied Linguistics, 44(2), 131-165.
Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 1157.
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge University Press.
Glasswell, K., Parr, J., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks. University of Auckland, asTTle project.
Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1995). A study of writing tasks assigned in academic degree programs. ETS Research Report Series, 1995(2), i-61.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing: A course in written English for academic purposes. Cambridge University Press.
Hayes, J. R. & Flower, L. S. (1980). Identifying the organisation of writing processes. Cognitive processes in writing, 3-30.
Hedge, T. (1998). Writing resource books for teachers. Oxford University Press.
Hwang, J. A. (2010). A case study of the influence of freewriting on writing fluency and confidence of EFL college-level students. Second Language Studies, 28(2), 97-134.
Joaquin, A. D. L., Kim, S. H., & Shin, S. Y. (2016). Examining prewriting strategies in L2 writing: Do they really work? Asian EFL Journal, 18(2), 156-181.
Langan, J. (2001). College writing skills with readings. McGaw-Hill Higher Education.
Levy, C. M., & Ransdell, S. (2013). The science of writing: Theories, methods, individual differences and applications. Routledge.
Li, H. H., & Zhang, L. J. (2021). Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PloS one, 16(5), e0251569.
Lindemann, E., & Anderson, D. (2001). A rhetoric for writing teachers. Oxford University Press, USA.
McCarthy, P., Meier, S., & Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College composition and communication, 36(4), 465-471.
Meier, S., McCarthy, P. R., & Schmeck, R. R. (1984). Validity of self-efficacy as a predictor of writing performance. Cognitive therapy and research, 8, 107-120.
Mohammadi, K., Jafarpour, A., Alipour, J., & Hashemian, M. (2023). The impact of different kinds of collaborative prewriting on EFL learners’ degree of engagement in writing and writing self-efficacy. Reading & Writing Quarterly, 1-18.
Mohseniasl, F. (2014). Examining the effect of strategy instruction on writing apprehension and writing achievement of EFL learners. Theory and Practice in Language Studies, 4(4), 811.
Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14-26.
Nguyen, P. N. T., Admiraal, W., Janssen, T., & Rijlaarsdam, G. (2018). Learning to write: Effects of prewriting tasks on English writings of Vietnamese students. Asian EFL Journal, 20(9.1), 57-74.
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
Phan, T. M. L., & Phuong, H. Y. (2017). High school students’ perception and writing performance with freewriting technique implementation [Paper presentation]. The 5 Open TESOL Conference - Innovation and creativity in teaching and learning foreign languages, Ho Chi Minh City, Viet Nam.
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of applied linguistics and language teaching. Longman.
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91.
Shin, Y. (2008). The effects of planning on L2 writing: A study of Korean learners of English as a foreign language. The University of Iowa.
Soh, S. B. (2022). Task Complexity and Pre-writing Condition: Exploring Malaysian L2 Learners' Perceptions on Argumentative Writing. 3L: Southeast Asian Journal of English Language Studies, 28(4).
Weir, C. F. (1990). Communicative language testing. Prentice Hall Regents.
Wendling, B. J., & Mather, N. (2008). Essentials of evidence-based academic interventions (Vol. 57). John Wiley & Sons.
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.
##submission.downloads##
##submissions.published##
##issue.issue##
##section.section##
##submission.license##
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
