Cognitive Process in Prewriting Phases for Argumentative Writing

Novita, Dian; Sibarani, Berlin; Saragih, Amrin

doi:10.2991/assehr.k.201124.099

Cited by 1 publication

(2 citation statements)

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“…Although pre-writing idea generation in terms of linking words' thinking does not fully rely on learners' previous knowledge, it remains to be considered a cognitive activity since learners need to plan what to write at this stage (Novita et al, 2020). Previous research on different types of music, such as instrumental music and pop music, has supported learners' pre-writing idea generation (Sarabi & Tootkaboni, 2012;Zacharias, 2006).…”

Section: Types Of Music In Pre-writing Idea Generationmentioning

confidence: 99%

“…The pre-writing process is the most fundamental stage at which learners spend time generating ideas before writing (Yunus et al, 2018). This stage resulted in the construction of an organized essay (Alemu, 2020;Yunus et al, 2018) with high writing quality (Novita et al, 2020). However, challenges such as slow speed in eliciting writing ideas (Harris, 1993), disorganization of thoughts (Sarabi & Tootkaboni, 2012), lack of writing resources (Aldabbus & Almansouri, 2022), and perceived worthless ideas (Vithuja, 2021) may hinder EFL learners' ability to unlock hidden ideas at this stage (Boyacı & Güner, 2018;Hung & Van, 2018;Sarabi & Tootkaboni, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Echoes of Creativity: Investigating the Impact of Music Type on Pre-writing Idea Generation

Chen,

2024

INT J INSTRUCTION

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Music has been found to be an effective aid in foreign language learning, but its potential use has yet to be explored. This study utilised a quantitative research method to examine the effect of music type on generating English-as-a-foreign-language (EFL) students’ pre-writing ideas, which were moderated by gender. Fifty-three students from three classes without academic writing experiences were assigned to three different music types, including no music, instrumental music, and pop music. The results showed that female students outperformed male students, regardless of music types, in pre-writing idea generation tasks. In particular, female students significantly performed the best in instrumental music, followed by no music and pop music. On the contrary, male students obtained the greatest achievement in task when listening to pop music and the lowest performance when listening to instrumental music. The findings of the study imply the recognition of gender-specific preferences in using different types of music to enhance the processes of pre-writing idea generation, prompting tailored writing environments for EFL students’ needs.

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Section: Types Of Music In Pre-writing Idea Generationmentioning

confidence: 99%