The Effects of Pre-Task Conditions on EFL Learners’ Cognitive Processes and Writing Performance

Cognitive-based studies on writing skills are challenging. In the current study, researchers investigated the impact of three pre-task conditions (brainstorming, FonF, and metacognitive strategy instruction) and the cognitive process, including planning, translating, and revising components, and writing performance (fluency, complexity, or accuracy) on the participants’ writings production. The study employed a convergent mixed methods design. One hundred and fifty tertiary learners in three intact classes majoring in the English Language at IAU, Islamshahr Branch, participated in the study. The study lasted four months (16 90-minute sessions), held once a week. Each group experienced a specific type of pre-task: brainstorming, metacognitive strategy instruction, or FonF activities. The researchers used writing pretest and posttest, think-aloud protocol, and semi-structured interview to collect the data. MANOVA and thematic analysis were employed to analyze the data. The results demonstrated that the pre-task conditions have a statistically significant impact on the fluency, complexity, and accuracy of the participants’ writings. The study also showed that the pre-task conditions statistically impact the planning, translating, and revising of Iranian EFL learners’ written production. Implications of the study are discussed.