Pre-task planning in L2 writing: does generative AI assistance make a difference?

Wang, H., Xie, Y., Zhang, P. ORCID: https://orcid.org/0000-0002-2136-4984, Wang, J. and Gong, Y. (2026) Pre-task planning in L2 writing: does generative AI assistance make a difference? Journal of Second Language Writing. ISSN 1873-1422 (In Press)

Abstract/Summary

Despite the fact that extensive second language (L2) research has examined the role of generative AI (GenAI) at the post-writing stage, its potential in the pre-task planning (PTP) phase remains underexplored. Thus, the present study aimed to examine the effects of GenAI-assisted PTP on L2 argumentative writing performance and explore EFL learners’ reactions to GenAI support during PTP through a mixed-methods design. A total of 113 intermediate-level Chinese freshmen were randomly assigned to groups of (i) GenAI-assisted planning; (ii) independent planning; and (iii) no planning. Their writing performance was assessed using rubric-based scoring alongside fine-grained linguistic measures of complexity, accuracy, and fluency (CAF), while reflective notes provided qualitative insights into their reactions to GenAI assistance. The findings indicate that GenAI-assisted PTP significantly enhanced learners’ writing performance, yielding higher rubric scores and greater linguistic complexity than independent and no planning. For accuracy and fluency, both planning conditions outperformed no planning but did not differ from each other. Furthermore, learners perceived GenAI as a valuable assistant, contributing to better written production and fostering positive emotions. However, concerns were also reported regarding information redundancy, over-reliance, and GenAI-produced inaccuracies. These findings shed light on GenAI use and have pedagogical implications for L2 writing instruction.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/129971
Refereed	Yes
Divisions	Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM) Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
Publisher	Elsevier
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