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Learning to write has been considered as a process of learning to think more clearly. It is a process whereby students learn to use different strategies in carrying out a particular writing task. In the Yemeni context, EFL learners usually encounter many challenges in writing, the most important of which is concerned with how to generate ideas and get started in their assigned topics. This study investigates the effect of prewriting techniques used by the Yemeni EFL university learners on their writing. It also examines the improved parts of writing due to the use of these techniques and most importantly identifies the most frequently used techniques by the learners. The study provides some pedagogical implications for teaching and learning EFL writing composition at the university level.