The effectiveness of online brain-writing compared to brainstorming as prewriting strategies in teaching writing to students with high frequency and low frequency of Language Learning Strategies (LLS)

Over decades, the use of prewriting strategies has been investigated for its effectiveness to help students’ writing in different kinds of contexts (King 1990, Kellog 1990, King 1991, McAlister 1999, Vincent 2002, Coskun 2005, Aaron et  al. 2006, Firkins 2007, Bush & Zuidema 2012, Morris 2012). Becoming fully aware that writing is not simply a matter of correct usage and mechanics yet more to the process of conveying ideas to the audiences, many teachers find prewriting strategies useful to help students in developing ideas. Through prewriting strategies, teaching thinking strategies essential to effective written communication becomes the main concern to serve students a planning stage. This planning stage in a form of prewriting strategies is believed to be able to promote the next stages of writing process, leading to better quality of students’ writing.