The use of self-generated visual representations and self- writing correctors to enhance writing competences in undergraduate EFL students.

This study investigates the impact of self-generated visual representations as a pre-writing technique to enhance writing competences in undergraduate students enrolled in the Pedagogy of National and Foreign Languages program at Universidad Estatal de Milagro. Recognizing the critical importance of English language proficiency in academic and professional settings, the study focuses on the challenges faced by first-semester students when developing writing skills, such as limited time, lack of motivation, and writer’s block. By introducing visual tools such as mind maps, diagrams, and concept maps prior to the writing process, the study aims to facilitate idea generation, improve content organization, and increase students’ confidence. The research was conducted over one academic semester, and students’ writing performance was assessed using a rubric aligned with A2–B1 levels of the Common European Framework of Reference for Languages (CEFR), evaluating grammar accuracy, spelling, punctuation, and sentence structure. Findings show that visual pre-writing techniques significantly contribute to improving fluency, accuracy, and coherence in student writing. The article concludes by advocating for the integration of visual pre-writing strategies into EFL curricula to address common challenges and enhance writing outcomes.