This paper investigates the effects of three different types of prewriting instruction on Turkish students’ L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at a state university. Students were allocated into three groups randomly. In the control group the prewriting phase was carried out with monologic instruction in L2, while in one of the experimental groups, it was done with dialogic instruction in L2 and in the second experimental group, dialogic instruction was conducted in L1. Data were collected by means of pre-and post-writing tasks of the students and semi-structured interviews, and analyzed with Kruskal-Wallis and Mann Whitney tests and through pattern coding, respectively. The statistical results indicated that the group who used their L1 during pre-writing stage with the help of dialogic instruction had higher mean scores than the group who was instructed monologically and the group who was instructed through dialogic instruction in L2.

中文翻译：

---

使用L1和对话式教学对EFL写作的影响

本文研究了三种不同类型的预写指导对土耳其学生的第二语言写作能力的影响。这项混合方法研究是对45名土耳其国立大学的土耳其EFL学生进行的。将学生随机分为三组。在对照组中，预写阶段是在L2中用单一语言指令进行的，而在其中一个实验组中，是在L2中使用对话性的指令完成的，而在第二实验组中，在L1中是对话性的指令。通过学生的写作前和写作后任务以及半结构化访谈收集数据，并分别通过Kruskal-Wallis和Mann Whitney测试以及通过模式编码进行分析。