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A sample of 111 writers completed essays under required self-timed, required fixed-time, and suggested optional planning. MANOVA tested effects on planning time, writing time, and integrated writing scores using CAEL writing bands, while interviews were analyzed with thematic content analysis. Results show planning condition influenced only planning time, with self-timed planning leading to more prewriting.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/does-prewriting-planning-positively-impact-english-l2-students-integrated-writing-performance-read-online-free/596218/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/does-prewriting-planning-positively-impact-english-l2-students-integrated-writing-performance-read-online-free/596218.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prewriting planning conditions were compared in the study?","Question",{"text":112,"@type":113},"The study compared required self-timed planning, required fixed-time planning, and suggested (optional) planning before composing integrated writing essays.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the integrated writing essays scored?",{"text":117,"@type":113},"Essays were scored using the CAEL writing bands by raters at Paragon Testing Inc.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the main finding about the effect of planning condition?",{"text":121,"@type":113},"Planning condition affected only planning time; students in the required self-timed condition spent more time planning before starting to write.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596218,1792121760,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","CJAL * RCLA Uludag, McDonough & Payant 166  \nDoes Prewriting Planning Positively Impact English L2 Students’Integrated Writing Performance?  \nPakize Uludag  \nConcordia University  \nKim McDonough  \nConcordia University  \nCaroline Payant  \nUniversité du Québec à Montréal  \nAbstract  \nThis 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.  \nResumé  \nLa recherche sur la planification en écriture a surtout exploré les tâches d’écriture indépendantes, et peu d’études ont examiné la planification lors de la pré-écriture et la performance avec des tâches d'écriture intégrée. Ainsi, cette étude a comparé la performance de scripteurs d’anglais L2 (N=111) lors d’une tâche d’écriture intégrée issue de l’évaluation de la Canadian Academic English Language (CAEL) sous trois conditions de planification: une planification exigée avec et sans contrainte de temps et une planification avec un temps suggéré . Les rédactions ont été évaluées selon les bandes d'écriture du CAEL. Les effets des trois conditions, le temps d’écriture et les notes ont été analysés en utilisant le test MANOVA. Les entrevues des étudiants ont été analysées à l’aide d’une analyse de contenuthématique. Les résultats ont indiqué que la seule variable affectée par la condition deplanification était le temps de planification : la planification exigée sans contrainte de temps. Les perceptions des étudiants sont discutées et des retombées pour l’enseignement et l’évaluation de l’écriture intégrée en L2 sont présentées.  \nCanadian Journal of Applied Linguistics: 24, 3 (2021): 166-185  \nCJAL * RCLA Uludag, McDonough & Payant 167  \nDoes Prewriting Planning Positively Impact English L2 Students’ Integrated Writing  \nPerformance?  \nIntroduction  \nWriting research with first (L1) and second (L2) language writers has shown that planning can unfold prior to composing the essay (i.e., prewriting planning) and while composing the essay (i.e., online planning), during which writers allocate time for and focus their attentional resources on idea generation, organization and goal setting (Johnson et al., 2012; Rahimpour & Safarie, 2011). Building on the cognitive models used in L1 writing studies, L2 writing researchers have reported mixed findings as to whether prewriting planning impacts textual quality in terms of fluency (syllables or words per minute), accuracy (error-free structures), and complexity (number of different forms) (Ellis & Yuan, 2004; Johnson, 2017; Johnson et al., 2012; Ong & Zhang, 2010) . In addition, L2 prewriting planning research to date has largely focused on analyses of textual quality in independent writing tasks such as narratives (e.g., Ellis & Yuan, 2004) and opinion essays (e.g., Ong & Zhang, 2010) . Considering the role of cognitive factors in L2 language production, questions have been raised about whether prewriting planning impacts L2 writers’ integrated writing task performance by mitigating pressure on writing performance. To address this gap, the current study compares how different prewriting planning conditions impact English L2 writers’ perform","cbCaiqUP9IbWurrI","https://ap.wps.com/l/cbCaiqUP9IbWurrI","pdf",301662,"English","# Abstract\n# Introduction\n## Prewriting vs. online planning in L1/L2 research\n## Planning and integrated writing performance gap\n# L2 writing pedagogy and prewriting stage\n# L1 writing model for process-based pedagogy\n## Cognitive models and working memory resources","[{\"question\":\"What prewriting planning conditions were compared in the study?\",\"answer\":\"The study compared required self-timed planning, required fixed-time planning, and suggested (optional) planning before composing integrated writing essays.\"},{\"question\":\"How were the integrated writing essays scored?\",\"answer\":\"Essays were scored using the CAEL writing bands by raters at Paragon Testing Inc.\"},{\"question\":\"What was the main finding about the effect of planning condition?\",\"answer\":\"Planning condition affected only planning time; students in the required self-timed condition spent more time planning before starting to write.\"}]","Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance - read online free | PDF",1792082663]