Maki Ojima
Concept mapping as pre-task planning: A case study of three Japanese ESL writers
University of London
majority research date pretask planning investigated impact planning time l2 learners oral production generally reported positive effects task performance however little research planning conducted writing contexts firm evidence demonstrate pretask planning promotes l2 learners written production ways many researchers reported l2 speaking contexts paper explored whether concept mapping form pretask planning could benefit writing performance three japanese esl learners analysed four compositions learners written without concept mapping using measures accuracy complexity fluency hamplyons l 1991 reconstructing academic writing proficiency hamplyons l ed assessing second language writing academic contexts ablex norwood nj pp 127153 holistic measures global quality communicative quality organisation argumentation linguistic accuracy linguistic appropriacy also examined questionnaire retrospective interview logs learners applications strategy writing processes pretask planning associated positively overall measures learners written production inclass compositions exception accuracy moreover learner made unique applications concept mapping strategy writing processes suggesting concept mapping may help esl learners improve composing ways unique individual experience motivation task conditions