Development of an effective instructional model for writing through the examination of the effects that strategic planning has on a writing task.

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In order to develop an effective instructional model for writing, this study examined what effect the length and content of pre-task planning might have on a writing task. The main findings of this study are (1) even a few minutes’ pre-task planning could improve the quality of a writing task, (2) instead of providing detailed instruction, just giving evaluation criteria could enhance learners’ self-regulated strategic planning and thus lead to better task performance, and (3) such factors would exert varying effects depending on learners’ proficiency level and the focused-process of a writing production model.