The Process-Performance Gap in L2 Writing: Evidence from Visualization-Based Instruction

Abstract

This study investigates the relationship between writing processes and L2 writing performance through the effects of visualization-based instruction. Although strategy-based methods have been shown to improve engagement and idea generation, their impact on measurable writing performance remains inconclusive. Using a mixed-methods quasi-experimental design, the study collected data from 60 intermediate EFL learners divided into experimental and control groups. The experimental group received visualization-based instruction through narrative writing activities, whereas the control group received regular instruction. Pre- and post-test tasks were evaluated using an analytic rubric to measure writing performance and a structured questionnaire, supported by qualitative data, to measure writing processes. The results show that visualization significantly improved idea generation, planning, and cognitive engagement, but it did not statistically significantly improve overall writing performance. These findings indicate a process-performance gap in L2 writing, where improvements in cognitive processes do not necessarily translate into performance outcomes. The research contributes to existing knowledge on strategy-based teaching by pinpointing a structural gap between instructional impacts and evaluation standards, and it has implications for pedagogy and writing assessment.