Abstract
The present study investigated the effects of two types of planning namely unguided pre-task planning (UPP) and content-focused strategic planning (CSP) on EFL learners’ written task production in terms of syntactic complexity and lexical variety. One hundred and two Iranian English language students produced narratives for an episode of Mr. Bean's TV show. The results of the study revealed that both groups outperformed no-planning group; however, significance differences were not achieved for any of them. The findings of this study demonstrated that planning with or without instructions do not prompt complexity and other factors are also needed to be taken into consideration.
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