Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

This study compared English L2 writers’ (N = 111) performance on an integrated writing task from the Canadian Academic Language (CAEL) Assessment under three prewriting planning conditions: required self-timed fixed time planning, and suggested (i.e., optional) planning. The participants’ essays were scored according to CAEL bands by raters at Paragon Testing Inc. effect of condition participants' time, scores analyzed using MANOVA. student interviews thematic content analysis. results indicated that was only variable impacted condition, with students in taking more plan before beginning write. Students’ perceptions about are discussed terms implications for teaching assessment writing.