Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context

摘要: Abstract Despite their prevalence in second language (L2) writing classrooms, prewriting discussions have not been widely investigated terms of relationship to students' written texts. Furthermore, preferences for individual or collaborative work considered potential impact on the quality either tasks The current study investigates relationships among collaboration, format (collaborative individual) and student text an English Academic Purposes (EAP) course ( N  = 21). students carried out three tasks, submitted six texts, completed a questionnaire about learning preferences. Analysis two focal participants with divergent collaboration revealed that collaboratively-oriented reflected more content during than individually-oriented student. However, did engage reflection tasks. In addition, texts both produced after received higher ratings they wrote findings suggest may be beneficial quality, even who prefer individually.