The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles

Ahmadian, Mohammad Javad

doi:10.1177/1362168811425433

Cited by 88 publications

(56 citation statements)

References 38 publications

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“…"reasoning demands do not have any effects on accuracy", it should be mentioned that the results are fairly consistent and clear: it was revealed that learners' accuracy noticeably enhanced from pretest to posttest. This finding is congruent with that of accuracy not only in Yuan and Ellis's (2003) and Ellis and Yuan's (2005), but also in studies done by Ahmadian (2012aAhmadian ( , 2012b. The third hypothesis was concerned with the effects of reasoning demands on the fluency of L2 speakers.…”

Section: The Effect Of Reasoning Demands On Triadic Aspects Of Oral Psupporting

confidence: 79%

Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

Ansari¹,

Shafiee²

2018

IJEL

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This study was primarily aimed at investigating the effects of simultaneous use of reasoning demand (resource-directing) and prior knowledge (resource-dispersing) on fluency, accuracy, and complexity of L2 oral performance. More, specifically, an attempt was made to investigate how EFL oral production could be affected by ±reasoning demand and ±prior knowledge in the local context of Iran. Thirty male and female Iranian intermediate EFL learners whose mother tongue was Persian and whose age ranged between 23 and 29 were chosen as the participants in this study, and a pretest-posttest quasi-experimental design was utilized. Assigned to two experimental conditions, participants were engaged in a narrative task in which two different wordless picture stories were chosen for data collection. Such statistical operations as t tests and MANOVA were applied to analyze the data. The results obtained from t tests revealed that in ±reasoning demand condition, both complexity and accuracy significantly improved whereas the results for fluency were not statistically significant. In addition, with regard to the ±prior knowledge group, similar results were obtained. In the end, conducting MANOVA revealed that both groups were not different in the pretest; however, utilizing the same procedure for the posttest illustrated a difference between the two groups in terms of their accuracy and complexity, but not their fluency. The results bear some implications for L2 oral production and practice as controlled by teachers and practitioners in EFL contexts.

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Section: The Effect Of Reasoning Demands On Triadic Aspects Of Oral Psupporting

confidence: 79%

Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

Ansari¹,

Shafiee²

2018

IJEL

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“…As indicated in the post-task questionnaires, the results indicated that participants concentrated on content (Sangarun, 2005) which resulted in no improvement in accuracy. Further, Ahmadian (2011) found that guided on-line planning had positive effect on the accuracy of the learners' oral performance. Thus, the result of this study in terms of accuracy can be attributed to lack of guided planning (Mochizuki & Ortega, 2008).…”

Section: Discussionmentioning

confidence: 93%

The Effects of Pre-task, On-line, and both Pre-task and On-line Planning on Fluency, Complexity, and Accuracy – The Case of Iranian EFL Learners’ Written Production

Piri¹,

Barati²,

Ketabi³

2012

ELT

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Previous studies on the effect of planning on language production have revealed that planning does have a positive effect on language performance in terms of fluency, complexity, and accuracy. The present study was an attempt to investigate the effects of pre-task, on-line, and both pre-task and on-line planning on fluency, accuracy, and complexity of Iranian EFL learners' written production. Forty five Iranian learners of English performed a narrative task based on a series of six pictures. The narratives, then, were coded to measure the fluency, accuracy, and complexity of the participants' production. The results of one-way ANOVA revealed that on-line planning (OLP) and pre-task plus on-line planning (PTP+OLP) had no effect on the fluency, complexity, and accuracy of the Iranian EFL learners' written narratives. However, pre-task planning (PTP) had a significant effect on one variable of fluency (i.e. syllables per minute) but it had no effect on the complexity and accuracy of the written narratives. Findings have pedagogical implications for language teachers and syllabus designers in EFL context.

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“…A growing body of research has explored the influences of planning time conditions on L2 performance (Foster and Skehan, 1996;Foster, 1997, 1999;Wendel, 1997;Mehnert, 1998;Skehan, 1998aSkehan, , 2009Ortega, 1999;Yuan and Ellis, 2003;Ellis and Yuan, 2004;Sangarun, 2005;Tavakoli and Skehan, 2005;Ellis, 2005Ellis, , 2009Gilabert, 2007;Ahmadian, 2012;Markee and Kunitz, 2013;Ong, 2014). These studies show that when students are afforded the opportunity to formulate their ideas and have some forethought and preparation, they can direct their attention to fluency and complexity and show an improvement on these two dimensions of language performance.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The effects of planning time on complexity, accuracy, fluency, and lexical variety in L2 descriptive writing

Tabari

2016

Asian. J. Second. Foreign. Lang. Educ.

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This study investigates the effects of pre-task planning and online planning on L2 writing production (complexity, accuracy, fluency, and lexical variety). Seventy-eight intermediate EFL learners were randomly divided into three groups (n 1 / 3 26): pre-task planning, online planning, and no planning. Participants were required to write a description elicited through a pictorial task. Analysis of the descriptions and the results of a series of one-way ANOVA showed that the participants who completed the task under the pre-task planning condition composed more fluent texts. However, those who conducted the task under the no planning condition wrote more lexically varied texts. In addition, the participants who completed the task under the online planning condition outperformed those who worked with the task under the pre-task planning condition in the case of lexical variety. This study proposes the trade-off effect between fluency and lexical variety. The findings also reveal that choosing suitable task-based implementational conditions can help L2 writers improve the complexity, accuracy, fluency, and lexical variety of their textual products. Finally, the implementational conditions for pre-task and online planning should be equally available for L2 writers if they want to present their actual output.

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The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles

Cited by 88 publications

References 38 publications

Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

The Effects of Pre-task, On-line, and both Pre-task and On-line Planning on Fluency, Complexity, and Accuracy – The Case of Iranian EFL Learners’ Written Production

The effects of planning time on complexity, accuracy, fluency, and lexical variety in L2 descriptive writing

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