Abstract
The present study set out to explore the effects of task repetition (TR), unguided strategic planning (USP), and pressured on-line planning (POP) on the accuracy of Iranian EFL Upper-intermediate learners' written production. To achieve this, 90 EFL learners from three intact classes of an English institute were randomly assigned to three experimental groups. All participants in three groups experienced a written narrative task based on a set of six pictures as pre-test, a week prior to the 10-session treatment, two weeks after it as post-test, and for the treatment itself as well. Participants in the first group (TR) were required to write a 150-word narrative based on the pictures they were shown and repeat the performance a week later. In the second group (USP), participants were given 10-minute planning before performing the narrative task. Finally, students in the third group (POP) were asked to perform the task within the time limit of 17 minutes. All participants' performance was then analyzed and measured in terms of accuracy. The findings of the study revealed that repeating the task contributed in improvement in accuracy. In a similar vein, giving students the opportunity for on-line planning resulted in a similar effect on accuracy in their output, whereas no statistically significant enhancement in accuracy was achieved in strategic planning group.
Highlights
A methodological approach encompassing three phases of Presentation-Practice-Production (PPP) has been employed in traditional language teaching
Having considered the fact that due to the lack of the impressive evidence, PPP approaches have paled into insignificance, in recent years, a contrasting approach to language learning has come into existence and has gained a great deal of favor that focuses on meaning-based activities which in turn resulted in a task-based approach to foreign language teaching
The participants can be considered to constitute a fairly homogeneous group of students in terms of their learning history and English proficiency. These 90 participants were randomly divided into three groups. These three groups were labeled as the task repetition group (TR), unguided strategic planning group (USP), and pressured online planning group (POP)
Summary
A methodological approach encompassing three phases of Presentation-Practice-Production (PPP) has been employed in traditional language teaching This approach alludes to the fact that leading learners from controlled to automatic use of new language aspects is practicable through text-manipulation exercises (Ahangari & Abdi, 2011). This approach is known as form-based approach as that is based on the belief that we need to pay very close attention to each state of learning that learners produce the language accurately (Ahangari & Abdi, 2011). Teachers provide learners with opportunities in class to use the language for real and genuine communication and the primary focus is on meaning (Willis & Willis, 2007)
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