Speaker
Description
Effective writing instruction is essential for English as a Foreign Language (EFL) learners, particularly those preparing for high-stakes exams like the IELTS. Although previous research has indicated that prewriting discussions can enhance writing performance, limited studies have explored their effectiveness within the Vietnamese EFL context, especially in comparison to task-based instruction. This study addresses that gap by examining the effects of prewriting discussions on writing performance and learner perceptions among EFL students at a private English language center in Vinh Long Province, Vietnam, during the 2024–2025 academic year. Using a mixed-methods experimental design, 55 B1-level undergraduate students were randomly assigned to either an experimental group (prewriting discussions) or a control group (task-based instruction). Writing performance was assessed using IELTS Writing Task 2 pre- and post-tests. In addition, student perceptions were gathered through questionnaires and semi-structured interviews. Quantitative findings showed that the experimental group outperformed the control group in overall writing scores, particularly in the areas of task achievement and coherence and cohesion. Qualitative results supported these outcomes, revealing that students found prewriting discussions valuable for idea generation, text organization, and boosting writing confidence. Many participants also expressed a preference for collaborative planning over individual approaches. These findings highlight the cognitive and affective benefits of incorporating structured peer-based prewriting discussions into EFL writing instruction. The study offers practical implications for enhancing IELTS preparation and improving writing pedagogy in Vietnamese EFL classrooms.
Keywords: prewriting discussions, EFL writing, IELTS preparation, peer collaboration, writing performance, Vietnam
Biography
- Mr. Vinh Nhat Minh Phan is a state English language specialist at University of Economics Ho Chi Minh City (UEH), Vietnam, where he has been teaching for over seven years. He is currently pursuing a Master’s degree in English Language Teaching at Tra Vinh University (TVU). His academic interests focus on TEFL/TESOL methodologies, innovative pedagogical approaches, curriculum development, and reading instruction. Dedicated to evidence-based teaching, he is committed to advancing the quality of English language education in Vietnam. He can be contacted at phanminhnhatvinh@gmail.com
- Ms. Anh Ngoc Le Nguyen is a lecturer at Can Tho University, Vietnam, and a Ph.D. candidate in Department of Library and Information Science at University of Social Sciences and Humanities, Ho Chi Minh City. Her research interests include innovative teaching methodologies and the vital role of libraries in supporting English language learning. With more than seven years of experience in English language education, she is dedicated to promoting student engagement and fostering information literacy. She can be reached at vikanhnguyen@gmail.com.
- Dr. Dan Cong Thai is a senior English lecturer at School of Foreign Languages, Can Tho University, Vietnam. He holds a Ph.D. from Naresuan University, Thailand, and an M.A. from University of Notre Dame, Indiana, USA. His research interests cover TEFL/TESOL, intercultural communication (ICC), ESP, and English education. He is also involved in curriculum design and educational management. Dr. Dan can be contacted at tcdan@ctu.edu.vn. ORCID: https://orcid.org/0009-0002-9566-8128.
