摘要：Pre-writing stage has been considered very significant as it enhances writingperformance in that learners can have discussions with the teacher and/or theirpeers. They can also outline and organize their ideas individually to preparethemselves for writing. This study investigated the effects of using pictures andinteractions in the pre-writing stage. A cross-intervention research design wasimplemented on two experimental groups exposed to either strategy. The data werecollected from 8 tests on writing performance, 21 questionnaires and 6 case-studyinterviews. The findings showed that there was no big difference in thedevelopment and organization of ideas between the two groups’ writingperformances. In fact, the participants’ writing performance depended on theassigned topics and required subskills. In detail, depicting was found to assistgenerating ideas, but outlining was found useful in helping organizing ideas.Regarding the participants’ preferences, nearly half of the participants preferredoutlining and slightly over one third preferred depicting. A small number likedboth strategies equally. An implication from this study is that the choice of prewritingstrategy should depend on the target skill: form (organization) or fluency(idea generation).
