This article reports on a study that was primarily aimed at investigating the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the oral production of learners of English as a foreign language (EFL). The effects of four planning and task repetition conditions (i.e. careful online planning without task repetition, pressured online planning with task repetition, careful online planning with task repetition, and pressured online planning without task repetition) on learners’ accuracy, complexity, and fluency in producing English language were investigated. Iranian intermediate-level EFL learners ( n = 60) were randomly selected and assigned to the four task conditions. The results obtained from one-way ANOVAs revealed that the opportunity to engage simultaneously in careful online planning and task repetition enhances accuracy, complexity, and fluency significantly. The obtained results also have some implications for teachers and practitioners in EFL context.

The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning assists intermediate learners of English as a foreign language (EFL) in accurate oral production of English articles ( an/a and the); and, second, to see whether guided careful online planning has any effects on global complexity and fluency of intermediate EFL learners’ oral language performance. Forty-five intermediate EFL learners were required to perform an oral narrative task under three planning conditions: guided careful online planning, unguided careful online planning, and pressured online planning ( n = 15). Results pointed to the positive effects of guided careful online planning on the accurate production of English articles as well as the global complexity of language in learners’ speech. However, compared to pressured online planners, the global fluency of guided and unguided careful online planners was adversely affected.

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This is a repository copy of Spacing effects on repeated L2 task performance.

This is a repository copy of The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. 1 The Combined Effects of Online Planning and Task Structure on Complexity, Accuracy, and Fluency of L2 Speech AbstractThis study investigates the combined effects of task-based careful online planning condition and the storyline structure of a task on L2 oral performance (complexity, accuracy, and fluency). 60 intermediate EFL learners were randomly assigned to four groups (n = 15). Participants were asked to perform two tasks with different degrees of storyline structure (structured and unstructured) under two different planning conditions (pressured online planning and careful online planning). Analysis of the narrations and the results of a series of one-way ANOVA revealed that the participants who performed the structured task under careful online planning condition produced reasonably more complex, accurate, and fluent language. However, those who performed the unstructured task under pressured online planning condition obtained the lowest scores in terms of all three areas of oral production. The findings add support to the view that selecting appropriate task-based implementation conditions and task design features could induce language learners to produce the kind of output which enjoys complexity, accuracy, and fluency at the same time.