Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences

Payant, Caroline; McDonough, Kim; Uludag, Pakize; Lindberg, Rachael

doi:10.1016/j.jeap.2019.06.001

Cited by 25 publications

(16 citation statements)

References 31 publications

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“…To explore these issues, a recent study by Payant et al, (2019) examined whether any prewriting planning variables (amount of time, note-taking strategy type, elaborateness of notes, or required versus suggested planning) predicted writing band scores on the integrated writing task of the Canadian Academic English Language (CAEL) test which suggests that examinees use 15 minutes (out of 45) to plan. Although the regression model did not include any prewriting planning variables as significant predictors of integrated writing performance, the qualitative analysis demonstrated a link between how students use prewriting planning time and text quality.…”

Section: Integrated Writing Tasksmentioning

confidence: 99%

“…Drawing on questionnaire data, researchers have reported that L2 writers associated prewriting planning with content and rhetorical development (Ellis & Yuan, 2004). Interview data revealed that L2 writers who scored higher on a CAEL integrated writing task devoted prewriting planning time to ensuring source-text comprehension (Payant et al, 2019). The findings from writer perception studies indicate that learners indeed value and use prewriting planning time (Silva, 1992) While these studies shed some light on L2 writers' perceptions about prewriting planning, further qualitative data are needed to reveal under what conditions L2 writers value prewriting planning, To summarize, the provision of prewriting planning has been claimed to positively impact L2 writing performance by reducing the cognitive load associated with writing.…”

Section: Integrated Writing Tasksmentioning

confidence: 99%

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Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

Uludag¹,

McDonough²,

Payant³

2021

CJAL

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This study compared English L2 writers’ (N = 111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants’ integrated essays were scored according to the CAEL writing bands by raters at Paragon Testing Inc. The effect of planning condition on the participants' planning time, writing time, and integrated writing scores were analyzed using MANOVA. The student interviews were analyzed using thematic content analysis. The results indicated that planning time was the only variable impacted by planning condition, with students in the required self-timed planning condition taking more time to plan before beginning to write. Students’ perceptions about prewriting planning are discussed in terms of implications for the teaching and assessment of L2 integrated writing.

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Section: Integrated Writing Tasksmentioning

confidence: 99%

Section: Integrated Writing Tasksmentioning

confidence: 99%

Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

Uludag¹,

McDonough²,

Payant³

2021

CJAL

Self Cite

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“…Teaching it, however, is one of the biggest challenges faced by any educational body worldwide. Writing requires three stages: pre-write, write and post-write (Alkhudiry, Al-Ahdal, & Alkhudiry, 2020;Magulod, 2018;McDonough & De Vleeschauwer, 2019;Payant, et al, 2019). In the prewriting phase, students gather data and outline the content, whether it is writing a story, a survey, a letter or a paragraph.…”

Section: Resultsmentioning

confidence: 99%

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Alkodimi¹,

Al-Ahdal²

2021

AWEJ

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Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

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“…Some studies have found that planning positively influences some aspects of writing, such as online planning (Ong, 2014). In contrast, other studies have reported no effects on lexical or syntactic complexity and negative effects on fluency (Johnson et al, 2012) or found no significant relationship (Payant et al, 2019). In an effort to understand these results, researchers have explored other writing-related variables including planning time (Ong, 2014), planning strategy (Kellogg, 1990), task complexity (Ong & Zhang, 2010), interruptions (Foroughi et al, 2014), writing anxiety (Payant et al, 2019), motivation (Ojima, 2006), and reading ability (Payant et al, 2019), while also manipulating planning time (Kellogg, 1990;Ong, 2014;Ong & Zhang, 2010) and other pre-task planning conditions (Foroughi et al, 2014;Johnson et al, 2012;Kellogg, 1990;Ong, 2014;Payant et al, 2019).…”

Section: Research On Planning and Note-takingmentioning

confidence: 99%

“…Many assessments that use IWTs, such as the TOEFL and CAEL, include recommended or dedicated time for prewriting planning (Payant et al, 2019), which is an essential component in most contemporary models of the writing (Limpo & Alves, 2018) and gives the writer a small degree of control over their creative process. Research into the effects of prewriting conditions on performance has yielded contradictory findings.…”

Section: Research On Planning and Note-takingmentioning

confidence: 99%

Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing

Neumann¹,

Leu²,

McDonough³

et al. 2020

TESL Canada

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Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However, little is known about the relationship between students’ source notes and the quality of the essays that they produce. This exploratory study examined this issue by investigating the relationship between characteristics of English for academic purposes (EAP) students’ notes (N = 24) and their essay scores. The students’ notes were coded in terms of how they appropriated information from the source texts using four categories: copied, copied with changes, copied with gaps, and paraphrased. A multiple linear regression revealed that essay scores were predicted by the degree to which the students transformed source language and avoided copying. The implications of these findings for second language (L2) writing pedagogy and assessment are discussed. Les tâches de rédaction intégrée deviennent de plus en plus populaires dans les classes de rédaction en seconde langue. Ces tâches ont fait l’objet de nombreuses recherches qui ont étudié les défis auxquels font face les étudiants lorsqu’ils les exécutent. Un défi de taille est la transformation de l’utilisation de la langue source lorsque les étudiants intègrent l’information tirée des sources dans leurs rédactions. Cependant, on ne sait pas grand chose sur la relation entre les notes des étudiants provenant des sources et la qualité des rédactions qu’ils produisent. Cette étude exploratoire s’est intéressée à ce problème étudiant la relation entre les caractéris- tiques des notes des étudiants dans les cours d’anglais académique (N = 24) et les notes obtenues pour leurs rédactions. Les notes des étudiants ont été classées en quatre catégories selon la façon dont ils s’appropriaient l’information des textes sources : copiées, copiées avec des changements, copiées avec des lacunes et para- phrasées. Une régression multiple linéaire a révélé que les notes obtenues pour les rédactions étaient prédites par le degré auquel les étudiants avaient transformé la langue source et avaient évité de copier. On discute des implications de ces résultats pour la pédagogie et l’évaluation de la rédaction en langue seconde (L 2).

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Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences

Cited by 25 publications

References 31 publications

Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Does the Quality of Source Notes Matter? An Exploratory Study of Source-based Academic Writing

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