Abstract:
This study investigated the effect of discussion on Sudanese EFL pupils’ writing quality; it is an attempt to establish a connection between writing quality and prewriting discussion and what aspects of writing can prewriting discussion facilitate. This study also investigates EFL pupils’ attitudes towards prewriting discussion.
The subjects of the study were seventy pupils at Al-kalakla Aljadeeda and Al-kalakla Alwohda secondary schools. Four writing tests and a questionnaire were used collect data. In the first two sessions, the pupils were asked to write on two guided topics, whereas in the other two sessions, the topics were discussed before the pupils engaged in their writing. A structured questionnaire emphasizing the relationship between pre- writing discussion and writing quality was also administrated to the pupils.
The data collected were analyzed descriptively. The findings of the study revealed some writing problems, when the pupils’ writing was not preceded by a discussion. The pupils’ writings were characterized by lack of organization, poor vocabulary, language use and punctuation. However, when the topics were pre- discussed, the pupils’ written products appeared better in terms of organization, vocabulary, language use and punctuation. In response to the questionnaire, most of learners agreed that pre-writing discussion helped them to improve their writing.
Based on the findings, the study recommended that teachers are encouraged to adopt pre writing discussion strategy in teaching writing to help EFL pupils improve their writing. Syllabus designers are also advised to put into consideration this technique (pre-writing discussion) when designing language syllabuses.
