Strategy Training in Pre-writing Phases of EFL Classes

Abstract

The aim of the current study is to find out whether strategy training with the use of visual aids in pre-writing section of EFL writing classes has any facilitative effect on L2 writing development. Even though a number of studies confirmed that strategy training has a positive impact on L2 writing skills (Kobayashi and Rinnert, 2008; Ong and Zahan, 2010; Shi; 1998; among many others) the role of visual aids as a supplementary tool has not been obscured yet. Hence, the current study targets to highlight whether a strategy training by employing four distinct visual aids in pre-writing phase influences L2 writing in a positive way. For the purposes of the current study, twenty participants (ten as experimental and ten as control group members) were recruited on a voluntary basis. Strategy training consisted of four one-hour sessions in which a different aspect of L2 writing such as generating ideas, outlining, extending the text, and reflection was practiced via visuals. Data collection tools were pre and post English writing exams and a questionnaire. Data were analyzed both qualitatively and quantitatively. The results revealed a significant difference between the control and experimental groups. This finding suggests that strategy trainings lead to observable progress in L2 writing scores. Moreover, visual that was related to text organization was also found to be the most effective tool while concept maps that were employed to generate ideas were favored less by the participants.

Keywords: EFL Writing, English Language Teaching, Strategy Training, Visual Aids, L2 Writing Proficiency