Case Study: Investigating The Effect of Teaching Prewriting stage on Students’ Writing Quality

Abstract

This study investigates the effect of utilizing prewriting stage activities on EFL student s’ essay writing quality. A total of 11 EFL student between the ages of 21 and 24 in the sixth semester at the Faculty of Education, Asmariya University Zliten had participated in this study. The participants were taught writing descriptive essay through two stages: stage one where writing descriptive essay was practiced individually paced on the product approach, and stage two where writing descriptive essay was performed through a process after an exposure to the prewriting stage. In this study, Prewriting Task and Postwriting Task were conducted. The performed essays at the Pre and Post Writing Tasks were analyzed. After the analysis was accomplished, the quality of the performed essays at the Prewriting Tasks was evaluated and compared with the performed essays at the Postwriting Task using 5-Rubric Scale to find out the degree of improvement. The results revealed that the use of Prewriting activities had a positive effect on the overall students’ writing skills that, further, accompanied with an improvement in their essays quality. As a result of these findings, the study also highlighted the importance of using Prewriting Stage methods and its accompanying activities in EFL writing classrooms that will have some enhancing-support implications for teachers and curriculum planners.