Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.

Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students' English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included...

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Autores principales:	Hui Helen Li, Lawrence Jun Zhang
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/9d55921dc3d9458db0865d9aa31af272
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spelling	oai:doaj.org-article:9d55921dc3d9458db0865d9aa31af2722021-11-25T05:54:13ZEffects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.1932-620310.1371/journal.pone.0251569https://doaj.org/article/9d55921dc3d9458db0865d9aa31af2722021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0251569https://doaj.org/toc/1932-6203Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students' English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students' EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students' writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.Hui Helen LiLawrence Jun ZhangPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 5, p e0251569 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Hui Helen Li Lawrence Jun Zhang Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
description	Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students' English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students' EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students' writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.
format	article
author	Hui Helen Li Lawrence Jun Zhang
author_facet	Hui Helen Li Lawrence Jun Zhang
author_sort	Hui Helen Li
title	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
title_short	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
title_full	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
title_fullStr	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
title_full_unstemmed	Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.
title_sort	effects of structured small-group student talk as collaborative prewriting discussions on chinese university efl students' individual writing: a quasi-experimental study.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/9d55921dc3d9458db0865d9aa31af272
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Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students' individual writing: A quasi-experimental study.

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