https://ojs.upsi.edu.my/index.php/AJELP/issue/feedAJELP: Asian Journal of English Language and Pedagogy2024-08-20T08:02:16+00:00Associate Professor Dr. Intan Safinas Mohd Ariff Albakrisafinas@fbk.upsi.edu.myOpen Journal Systems<p style="text-align: justify;">The<strong> Asian Journal of English Language and Pedagogy (AJELP) [ISSN 2289-8689 eISSN 2289-8697]</strong> is refereed publication which serves as a platform to promote scholarly discussions and collaborative networking among academicians, researchers, theorists, practitioners, and policy-makers of English studies. AJELP highlights current trends in English language, literature, linguistics and pedagogy in Asia and other international contexts. Published <strong>twice a year</strong> <strong>(April & October beginning 2024)</strong> by UPSI Press for Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris. The journal welcomes research and theory based articles as well as exploratory papers.</p> <p style="text-align: justify;"><img src="https://ejournal.upsi.edu.my/public/site/images/admin/My_Cite123.png" /> <img src="https://ejournal.upsi.edu.my/public/site/images/admin/logo2-d5966321cdea8c314b36d3084cc4ad2c-986c65ce30231504b2655b67ddefd809.png" alt="" width="110" height="43" /></p>https://ojs.upsi.edu.my/index.php/AJELP/article/view/9440The Effects of Collaborative Pre-Writing Asynchronous Discussion Using Graphic Organizers on EFL Argumentative Writing Performance2024-05-15T08:46:33+00:00Chen Chen710455687@qq.comBoon Yih Mahmahboonyih@gmail.com<p>Chinese university students often face challenges in developing their English writing skills, which can cause frustration. To address this issue, the research study explored the impact of collaborative pre-writing asynchronous discussion on argumentative essay performance among Chinese EFL undergraduates. The study identified low levels of student participation in asynchronous online discussions and proposed an alternative method of collaborative pre-writing discussion through digital applications to generate graphic organizers. The research study utilized a quasi-experimental design in which two intact classes were randomly assigned to two conditions: (1) pre-writing discussion involving graphic organizers (n=56) and (2) pre-writing discussion with WeChat, a social networking tool (n=55). The results indicated that students in the experimental group who used graphic organizers significantly improved their argumentative essay writing skills. This suggests that online discussion using graphic organizers was a more effective pre-writing strategy as it facilitated more reflective and elaborative opinions, as demonstrated by the statistical results. Moreover, students in the experimental group displayed a positive attitude towards using graphic organizers in online discussions. These findings have important implications for improving the writing skills of Chinese EFL undergraduates. It suggests collaborative pre-writing discussions using graphic organizers can effectively enhance students’ writing skills.</p>2024-08-20T00:00:00+00:00Copyright (c) 2024 Chen Chen, Boon Yih Mah