Insights into EFL students’ perceptions and preferences towards brainstorming techniques in the writing process

Abstract

In this study, 76 third-year EFL (English as a Foreign Language) students at Can Tho University are asked to assess their perceptions and preferences on eight brainstorming techniques: freewriting, listing, questioning, mind mapping, word association, role-playing, brainwriting, and reverse brainstorming. The framework of their writing process is used to analyze these techniques. Using a mixed-methods approach, the study quantitatively evaluated students' responses on the benefits and drawbacks of various techniques using a 43-item questionnaire. Semi-structured interviews were conducted with seven additional participants to delve deeper into their experiences. The results show that techniques like mind mapping, listing, and freewriting are highly regarded. These techniques are valued for enhancing idea generation and organization. However, drawbacks such as freewriting’s disorganization and questioning’s complexity were noted, alongside a lower acceptance of interactive techniques like role-playing. Preferences leaned toward individual-focused techniques. Listing and mind mapping were preferred, reflecting their efficiency and clarity. Offering insights for enhancing EFL writing instructional design, the study emphasizes the significance of customized teaching strategies to optimize brainstorming's benefits while resolving its drawbacks.