The Impact of Blended Collaborative Pre-Task Planning on Enhancing EFL Secondary Stage Students’ EFL Writing Performance

The current study aimed at exploring the impact of blended collaborative pre-task planning (BCPTP) on enhancing EFL secondary stage students’ EFL writing performance (EFL WP). This study had a quasi-experimental design including pre-test, treatment, and post-test to assess the students’ writing performance before and after the BCPTP sessions. In this context, two complete classes totaling 66 first year EFL secondary stage students were identified and assigned to an experimental group (EG) and a control group (CG), each comprising 33 students. Over a period of 10 weeks, students in both groups produced a variety of essays. Students’ EFL WP was analyzed in terms of accuracy, fluency, complexity, lexical richness, and ideational content. To collect data, a pre-post EFL WP test was used to assess the participants’ EFL WP before and after the treatment. The statistical processing of the data was conducted using SPSS. The independent t-test results showed that students in the EG significantly outperformed those in the CG in respect of the EFL WP posttest. In addition, paired-samples t-test results indicated that the EG students’ mean score on the EFL WP posttest exceeded their mean score on the pre-test. Based on the study's results, it can be inferred that BCPTP had a constructive impact on enhancing EFL secondary stage students’ EFL WP.