THE EFFECTS OF PREWRITING DISCUSSIONS ON EFL LEARNERS’ WRITING PERFORMANCE

Phan Minh Nhat Vinh, Thai Cong Dan

Abstract


Improving writing skills remains a significant challenge for English as a Foreign Language (EFL) learners, particularly at the intermediate proficiency level. While previous studies have explored various instructional techniques, limited research has examined the impact of small-group student talk—especially prewriting discussions—on writing performance in EFL contexts. This study addresses that gap by investigating the effects of small-group discussions on B1-level EFL learners’ IELTS writing performance and their attitudes toward the activity. Using an experimental research design, 55 university-level students from a private English language center in Vietnam were divided into experimental and control groups. The experimental group participated in structured small-group prewriting discussions, while the control group received conventional task-based writing instruction. Writing performance was assessed through IELTS Writing Task 2 pre- and post-tests, evaluated by independent IELTS examiners. Learner attitudes were explored using questionnaires and semi-structured interviews. Results showed that students who engaged in prewriting discussions significantly outperformed those in the control group, with marked improvements in task achievement, coherence, cohesion, and lexical resource. Participants also expressed positive perceptions of the activity, citing increased confidence, engagement, and clearer idea development. These findings suggest that small-group student talk is an effective pedagogical strategy for enhancing both writing performance and learner motivation in EFL settings. This study provides practical implications for language educators, advocating for the integration of collaborative discussion activities into writing instruction to support improved outcomes and learner engagement.

 

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small-group talk, EFL writing, prewriting discussion, IELTS writing performance, learner attitudes

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DOI: http://dx.doi.org/10.46827/ejals.v8i2.612

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