Abstract
Task-based planning can be conceptualized as the opportunity to work out task performance before the actual performance. It allows learners to process the content and language of their planned production at a deeper and more meaningful level. In the face of the wide range of research conducted on the effects of pre-task planning on L2 production, relatively little attention has been paid to the impacts of pressured within-task planning. The present study was, therefore, primarily aimed at investigating the effects of guided pressured within-task planning and unguided pressured within-task planning on the fluency of EFL learners’ written production. The participants of the study were 30 upper-intermediate EFL learners whose age ranged between 18 and 22. In both guided and unguided conditions, the participants were provided with two sample process-writings, the only difference was that in the guided condition, the participants were provided with the samples including underlined sequence markers, bolded passive verbs, and underlined simple present verbs plus a list of sequence markers to serve as guide during writing. The results obtained from independent-samples t-test revealed the fact that guided pressured planning condition resulted in greater fluency than unguided pressured planning condition. The findings of the study may have pedagogical implications for teachers to design sequences of instructional activities providing opportunities for the learners to benefit from different types of planning in task performance.
Highlights
Writing in a second language (L2) is traditionally assumed to be the hardest skill to acquire
The results obtained from independent-samples t-test revealed the fact that guided pressured planning condition resulted in greater fluency than unguided pressured planning condition
In order to respond to above-mentioned query, the present study addresses the following research question: Is there any significant difference between guided pressured and unguided pressured planning in their possible effects on the fluency of EFL learners’ process writing essays?
Summary
Writing in a second language (L2) is traditionally assumed to be the hardest skill to acquire. Compared with listening and speaking skills, writing is more complex inb that it involves constructing a new text rather than dealing with an already created one. Writing ability is only learnable with the help of formal and organized instruction (Emig, 1997). It should be given specific attention in L2 curriculum. The greater attention toward L2 writing is leading educators to search for effective teaching methods to accommodate the needs of learners of L2 writing. L2 learners find it difficult to cope with the writing system of the new language and always seem to be lagging behind the threshold of standard writing level
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