| Summary: | 碩士 === 東海大學 === 外國語文學系 === 106 === The purpose of this study was to investigate the effects of pre-writing strategies on senior high school EFL students’ English writing performance and writing process. The study examined: 1) the influences pre-writing strategies have on high school EFL students’ writing performance and 2) senior high school EFL students’ writing process before and after they received instruction in pre-writing strategies.
This study involved nine tenth- and ninth-graders in a private vocational secondary high school in central Taiwan. The students received three three-hour classes for four weeks. The students received instructions from the teacher-researcher in implementing the prewriting strategies (listing and concept mapping) in their expository writing. The research data included a pre-test, background information questionnaire, writing assignments, pre-writing papers, post-test, stimulated recall and semi-structured interview. This study is expected to improve English writing performance and fluency through pre-writing strategies and to understand their writing process before and after instructions.
The results of the study showed that the students’ writing word count improved after receiving instructions in pre-writing strategies; however, no significant improvement was shown in their writing performance. Second, prior to the pre-writing instruction, the students did not perform any planning with the exception of one student and they struggled to generate ideas. Nevertheless, after the instruction, all the students planned in the pre-writing stage and they all had less problem developing ideas. Additionally, from their writing process, all the students experienced some form of challenges with the most prominent being grammar, vocabulary use, spelling, and writing anxiety.
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