Abstract
Following previous studies reporting positive effect for strategic planning on learners' task performance (Mehnert, 1998; Sangarun, 2001; Yuan and Ellis, 2004) the present research takes into account the possible effects of directing learners' attention to meaning and form of language. This study is building on information processing models and Kellog (1996) model of writing. The study randomly categorized thirty intermediate learners of English into three groups and asked them to perform an argumentative writing task under three different strategic planning conditions: form-focused, meaning-focused, and unguided-focused strategic planning condition. Their performance was analyzed by a set of one-way ANOVAs, t-tests, and measures of accuracy and complexity. The results indicate that guided strategic planning yielded greater accuracy and complexity in writing than unguided strategic planning with the learners at intermediate levels of proficiency. The results also indicate that the form-focused planners outperformed the other two groups in terms of accuracy, and meaning-focused planner better promoted their writing than form-focused and unguided focused planners in terms of complexity.
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