This qualitative case study aimed to identify the socio-cognitive dynamics of interaction in prewriting stage via a facebook group. The participants are three English as Foreign language (EFL) university learners. A qualitative analysis of the learners’ interactions, observation notes of their discussions and their reflective responses to online written interview questions was used in this study. Based on the findings, it was found that this pre-writing stage was operated by the learners in four linear cognitive procedural phases: selecting the topic of their essay, producing ideas, reflecting on the ideas produced and making an outline of the essay. The learners were also involved at two types of cognitive dynamics: interpretative or exploratory strategies showing their exploration of the task and procedural or operational strategies showing their pursuit of the task. The findings indicated that the learners’ social modes of participation were more collaborative than being individualistic, which indicates the potential of facebook groups as interactive learning environments conducive to better learning especially in pre-writing
Process Writing; Pre-Writing; Socio-Cognitive Dynamics; Facebook Groups
 Bacabac, F.E, The Role of Collaborative Chat Invention in First-Year Writing: Reinvestigating the Transferability of Preliminary Ideas from Chat to Print, Journal of Literacy and Technology, 11, 1,2, 2010, 2-41.
 Blackburn-Brockman, E, Prewriting, Planning, and Professional Communication, English Journal, 91, 2, 2001, 51-53.
 Bogdan, R., C. & Biklen, S., K, Qualitative Research for Education: An Introduction to Theories and Methods, Boston, USA: Pearson Education, 2007.
 Creswell, J. W, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, 3rd Edition, USA: Prentice Hall, 2008.
 Ellis, R., & Yuan, F, The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing, Studies in Second Language Acquisition Journal, 26, 1, 2004,59-84.
 Haverback, H, Facebook: Uncharted territory in a reading education classroom, Reading Today. Retrieved from http://www.citeulike.org/group/12747/articl e/6601834, 2009
 Hyland, K, Genre-Based Pedagogies: A Social Response to Process, Journal of Second Language Writing, 12, 1, 2003, 17- 29.
 Kroll, B, Exploring the Dynamics of Second Language Writing, Cambridge. Cambridge University Press, 2003.
 Lee, K. C, An Investigation of the Efficacy of Face-To-Face Versus Synchronous Chat in the Generation and Development of Written Drafts in the EAP Class, Doctor of Philosophy Thesis, University of Stirling, Scotland, 2009.
Maftoon, P. &Ghafoori, N, A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill, The Journal of Applied Linguistics, 1, 2, 2009, 127-158.
Majid, A. H. A., Stapa, H. S. & Keong, C. Y, Scaffolding through the Blended Approach: Improving the Writing Process and Performance Using Facebook, American Journal of Social Issues & Humanities, 2(5), 336-342,2012.
Murray, D. M, Learning by Teaching: Selected Articles on Writing and Teaching, Portsmouth, NH: Heinemann Educational Books, 1982.
Patton, M. Q, Qualitative Research and Evaluation Methods, Thousand Oaks, CA: Sage, 2002.
Phung, T. K, D, A Study on Teacher’s Written Feedback on the Writings by the Second-year Students at the English Department, College of Foreign Languages, Doctor of Philosophy Thesis, Vietnam National University, Hanoi, 2004
Shi, L, Effects of Pre-Writing Discussions on Adult ESL Students’ Compositions, Journal of Second Language Writing, 7, 3, 1998, 319-345.
Shih, R. C, Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning, Australasian Journal of Educational Technology, 27(5), 829-845, 2011.
Storch, N, Collaborative writing: Product, Process, and Students’ Reflections, Journal of Second Language Writing, 14, 3, 2005, 253-173.
Thorne, S, Prewriting: A Basic Skill for Basic Writers, Teaching English in the Two-Year College, 20,1, 1993, 31-36.
Tompkins G.E, Literacy for the 21st Century: A balanced approach, Cambridge. Columbus, OH: Merrill Prentice Hall, 2001.
Vygotsky, L. S, Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press, 1978.
Yong-fang, Y, What Do Student Writers Benefit from Pre-Writing Discussions?, Sino-US English Teaching, 6, 3, 2009, 18- 24.
Yu, H.J. & Choe, H, Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class, English Language and Linguistics, 17,1, 2011, 187-212.
 Yunus, M. M., Salehi, H. & Chenzi,C, Using Facebook Groups in Teaching ESL Writing, Recent Researches in Chemistry, Biology, Environment and Culture, 2012.
Zamel, V, H, The Composing Process of Advanced ESL Classroom: What Can We Learn from Research in the Teaching of English?, Teaching English to Speakers of Other Languages (TESOL) Quarterly, 10,2, 1976, 67-76.
Zamel, V, H, Writing: The Process of Discovering Meaning, Teaching English to Speakers of Other Languages (TESOL) Quarterly, 16,2, 1982, 195-209.
Cite this paper
Norizan Abdul Razak, Murad Abdu Saeed, Norma Yunus. (2016) Socio-cognitive Dynamics of English as Foreign Language (EFL) Learners’ Interaction in Pre-Writing Stage via a Facebook Group. International Journal of Education and Learning Systems, 1, 43-50