Abstract
The present study is carried out in order to provide deeper insights into the differential effects of pre-task planning time conditions on Iranian EFL learners’ narrative writing production (accuracy, fluency, and complexity). To this end, three intact classes comprising 70 EFL language learners, studying in private language institutes in Iran, were randomly assigned to either no pre-task planning, 5 minute pre-task planning or 10 minute pre-task planning conditions. Analysis of the written narratives and the results of a series of one-way ANOVA revealed that both 5 minute and 10 minute pre-task planning groups showed substantial progress compared to those in the no pre-task planning group regarding the accuracy, fluency and complexity of their output. The obtained results support the view that providing pre-task planning opportunities leads task performers to produce the kind of output which displays improved complexity, accuracy, and fluency. The results also have some implications for teachers and practitioners in EFL contexts.
Highlights
IntroductionOver the last two decades, task-based language teaching has been the focus of second language acquisition researchers for both pedagogical and research perspectives (e.g. Abdi Tabari, 2017; Ahmadian & Tavakoli, 2011; Ellis, 2009; Kim & Tracy-Ventura, 2013; Nasiri & Atai, 2017)
Since planning is linked with the role of attention in language learning and it directly influences language learners in terms of what they produce (Ellis, 2005), a large number of studies have focused on the interaction between these two, such as comparing pre-task planning and online planning (e.g. Ghavamnia, Tavakoli, & Esteki, 2013; Yuan & Ellis, 2003) or pre-task planning alone (e.g. Kawauchi, 2005; Ojima, 2006; Ong, 2014)
To date, a paucity of literature exists regarding the influences of planning time conditions on complexity, accuracy and fluency in writing tasks, in EFL contexts
Summary
Over the last two decades, task-based language teaching has been the focus of second language acquisition researchers for both pedagogical and research perspectives (e.g. Abdi Tabari, 2017; Ahmadian & Tavakoli, 2011; Ellis, 2009; Kim & Tracy-Ventura, 2013; Nasiri & Atai, 2017). One of the research lines which has received a attention from researchers and language teachers is the role of pre-task planning time on performing a task It is regarded as a processing condition before the main task which plays an important role in language learners’ performance (Ellis, 2005). 46) defines accuracy as the “learner’s capacity to handle whatever level of interlanguage complexity s/he has currently attained” He further claims that trying to produce more accurate language means seeking control over the language forms that a learner has already learned. One of the major debates regarding complexity, fluency, and accuracy are the trade-off effects among them They come into a competition with one another for attentional resources (Skehan, 1996) and due to limited processing capacity learners prioritize one aspect of their performance at the expense of the other features
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