The Effects of Collaborative Pre-Writing Asynchronous Discussion Using Graphic Organizers on EFL Argumentative Writing Performance

Chinese university students often face challenges in developing their English writing skills, which can cause frustration. To address this issue, the research study explored the impact of collaborative pre-writing asynchronous discussion on argumentative essay performance among Chinese EFL undergraduates. The study identified low levels of student participation in asynchronous online discussions and proposed an alternative method of collaborative pre-writing discussion through digital applications to generate graphic organizers. The research study utilized a quasi-experimental design in which two intact classes were randomly assigned to two conditions: (1) pre-writing discussion involving graphic organizers (n=56) and (2) pre-writing discussion with WeChat, a social networking tool (n=55). The results indicated that students in the experimental group who used graphic organizers significantly improved their argumentative essay writing skills. This suggests that online discussion using graphic organizers was a more effective pre-writing strategy as it facilitated more reflective and elaborative opinions, as demonstrated by the statistical results. Moreover, students in the experimental group displayed a positive attitude towards using graphic organizers in online discussions. These findings have important implications for improving the writing skills of Chinese EFL undergraduates. It suggests collaborative pre-writing discussions using graphic organizers can effectively enhance students’ writing skills.