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

为了建立一个有效的写作教学模式，本研究考察了任务前计划的长度和内容对写作任务的影响。本研究的主要发现是：(1)即使是几分钟的任务前规划也可以提高写作任务的质量；(2)与其提供详细的指导，不如给出评价标准，可以增强学习者的自我调节策略规划，从而提高任务绩效；(3)这些因素会根据学习者的熟练程度和写作生产模型的聚焦过程而产生不同的效果。

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.