This article responds to calls for greater inclusivity in second language acquisition research and, more specifically, to calls to explore further the impact of first language literacy on second language oracy (e.g., Tarone et al., 2009). We conducted a partial replication of Foster and Skehan's (1996) influential study of task complexity, planning time, and performance over measures of complexity, accuracy, and fluency. The initial study and others had provided robust evidence to suggest that planning time had a positive impact on task performance, particularly for more cognitively demanding tasks. We conducted our replication with adult second language learners with low first language literacy, most of whom were former refugees. Contrary to previous studies, the findings indicate little to no evidence that planning time led to improved linguistic performance. It is not immediately clear why this should be so, and our findings highlight the need for further research with this underrepresented group.

In the last couple of decades, the increased use of technology in the education sector has led to smartphone use becoming more prevalent in supporting students' learning.Apart from applications (apps) specifically designed for language educational purposes, such as Duolingo, there are also instant messaging apps that are not specifically designed for education purposes, but that can be useful in supporting learners. These include instant messaging apps such as, WhatsApp and WeChat. Instead of relegating phone app use to merely a source of entertainment and distraction, teachers increasingly use them as a vital form of communication to enhance education, including language learning. Apps have thus shifted from a tangential position to the forefront of the learning space. For the purposes of this research project, WeChat was used as the messaging app. This article focuses on the initial findings of a pilot study and concentrates on the perceived purposes for the participants' posts as they relate to the use of the app as a tool for collaboration, peer-support, and knowledge sharing. Data was gathered through an online survey, semi-structured interviews, and an analysis of the WeChat posts. Analysis of the posts and comments made by students during the interviews suggest that the tool formed a vital link between them, their classmates and teachers, and, at times, served as a social platform underlying the key educational purposes of the programme.