The Impact of Gender and Strategic Pre-task Planning Time on EFL Learners’ Oral Performance in Terms of Accuracy

Abstract

The role of planning time and gender as an interactional factor or task condition in second language development is one of the interesting issues in the realm of task-based language teaching and learning. The present study intends to investigate the effects of strategic pre-task planning and gender on EFL learners’ oral task production in terms the linguistic domain of accuracy. In order to collect the data, a narrative pictorial task was employed as the means of data collection. The orally collected data was quantified and measured by means of the measure of accuracy. Then, the data was fed into the SPSS Software (Version 16) for statistical analysis. Independent Samples T-Test was employed as the statistical means of analysis. The results of the study indicated significant differences between the oral performance of the female and male learners in both planned and unplanned conditions. The results of the study carry some pedagogical implications for SLA researchers, language teachers in EFL contexts, and teacher educators.