The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance

Ahangari, Saeideh; Abdi, Morteza

doi:10.1016/j.sbspro.2011.11.445

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…A methodological approach encompassing three phases of Presentation-Practice-Production (PPP) has been employed in traditional language teaching. This approach alludes to the fact that leading learners from controlled to automatic use of new language aspects is practicable through text-manipulation exercises (Ahangari & Abdi, 2011). This approach is also known as form-based approach as that is based on the belief that we need to pay very close attention to each state of learning that learners produce the language accurately (Ahangari & Abdi, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…This approach alludes to the fact that leading learners from controlled to automatic use of new language aspects is practicable through text-manipulation exercises (Ahangari & Abdi, 2011). This approach is also known as form-based approach as that is based on the belief that we need to pay very close attention to each state of learning that learners produce the language accurately (Ahangari & Abdi, 2011). In this approach learners are expected to produce specific grammatical forms by the end of the teaching sequence with an acceptable degree of accuracy (Willis & Willis, 2007).…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production

Bayat¹

2018

lls

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The present study set out to explore the effects of task repetition (TR), unguided strategic planning (USP), and pressured on-line planning (POP) on the accuracy of Iranian EFL Upper-intermediate learners' written production. To achieve this, 90 EFL learners from three intact classes of an English institute were randomly assigned to three experimental groups. All participants in three groups experienced a written narrative task based on a set of six pictures as pre-test, a week prior to the 10-session treatment, two weeks after it as post-test, and for the treatment itself as well. Participants in the first group (TR) were required to write a 150-word narrative based on the pictures they were shown and repeat the performance a week later. In the second group (USP), participants were given 10-minute planning before performing the narrative task. Finally, students in the third group (POP) were asked to perform the task within the time limit of 17 minutes. All participants' performance was then analyzed and measured in terms of accuracy. The findings of the study revealed that repeating the task contributed in improvement in accuracy. In a similar vein, giving students the opportunity for on-line planning resulted in a similar effect on accuracy in their output, whereas no statistically significant enhancement in accuracy was achieved in strategic planning group.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production

Bayat¹

2018

lls

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show abstract

“…Skehan and Foster (1997), Mehnert (1998), Ortega (1999) found that pre-task planning had positive effects on fluency and syntactic complexity. A more recent study conducted by Ahangari and Abdi (2011) revealed that pre-task planning has a positive effect on complexity but no positive effect on accuracy. Ellis (2003, 2004) studied both pre-planning and within-task planning and found the effect of the second to be positive on complexity.…”

Section: Discussionmentioning

confidence: 94%

The Effect Of Task Complexity On Writing Production

Belghoul¹,

Merrouche²

2020

مجلة العلوم الإنسانية

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Task-based language teaching (TBLT) and learning is a growing area in SLA research. It has gained its rightful place in language teaching. TBLT suggests sequencing tasks from simple to complex in order to design a syllabus. However; research on the effects of task-complexity on written productions is rare. This study intends to examine the effects of manipulating task complexity along resource-directing factors and resource-dispersing ones on L2 learners' written performance. To attain this aim, we collected academic writings from 44 first year students of English at the University of Oum El Bouaghi that participated in a repeated measures experiment. The written data were measured in terms of fluency, accuracy, and complexity. A one-way ANOVA test was used for statistical analysis. We found that task complexity affects students' writing fluency and accuracy, but it does not affect their syntactic complexity.

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“…A number of studies reveal that PTP resulted in increased accuracy (e.g., Ellis, 1987;Foster & Skehan, 1996;Mehnert, 1998); however, other studies (e.g., Crooks, 1989;Iwashita, Elder, & McNamara, 2001) found no positive impact on the accuracy of learners' oral performance. Ahangari and Abdi (2011) examined the effect of pre-task planning (strategic planning) on the complexity and accuracy of task-based oral performance with the decision-making task type among 40 Iranian EFL learners majoring in Teaching English as a Foreign Language (TEFL). The findings revealed that pre-task planning had a positive effect on complexity whereas no positive effect was evident in the accuracy of learners' oral performance.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2017

MJLTM

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The following study measures the impact of consistent and sustained oral interaction with native speakers of the target language via remote interaction on macro-linguistic skills of adult learners studying Spanish as a second language at intermediate stages of acquisition. This investigation overcomes deficiencies in previous and current research that focuses primarily on individual learners, acquisition of one grammar point or the use of specific micro-behaviors, as opposed to looking holistically at the impact that interaction with native speakers of the target language has on learners' reading, writing, speaking and listening skills at intermediate stages of acquisition. Participants of this study belonged to either the TalkAbroad-7 group (TA-7G) or the TalkAbroad-2 group (TA-2G). Using the Avant Stamp Test, learners' macro-language skills (i.e., reading, writing, listening and speaking) were quantitatively measured before and after treatment, following a pre/posttest design. Results of the data suggest that consistent and sustained oral interaction with native speakers of the target language significantly impacted learners' listening skills, while also contributing to the development of other macro-linguistic skills. The pedagogical implications of our research, combined with those available in earlier investigations, suggest that a greater focus be placed on listening tasks that build learners' aural skills. Educators and administrators alike should consider curricular changes that require learners to use interactive programs that allow them (i.e., learners) to engage in consistent and sustained oral interaction with NSTL in order to cultivate this fundamental ability.

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The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance

Cited by 14 publications

References 17 publications

A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production

A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production

The Effect Of Task Complexity On Writing Production

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