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

Piri, Faramarz; Barati, Hossein; Ketabi, Saeed

doi:10.5539/elt.v5n6p158

Cited by 14 publications

(8 citation statements)

References 22 publications

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“…In other words, the low-span group tended to perform more successfully in the contexts given planning time while the high-span individuals were able to perform more successfully in the contexts without any planning time and preparation; therefore, the interaction effect between the working memory and preparation turned out to be significant in terms of the three fluency measures (p< 0.05). These results are in line with the findings of the study by Barati, Ketabi, and Piri (2012),who indicated that pre-task planning impacted the fluency (i.e., syllables per minute) of the EFL learner's written production significantly; however, it did not have a significant effect on the complexity and accuracy of the written performance. In addition, the findings of the study by Rahimpour and Safarie (2011) also indicated that pre-task planning had a significant effect on fluency, but no effect on complexity and accuracy.…”

Section: Discussionsupporting

confidence: 82%

The Effect of Working Memory on EFL Learners’ Oral Fluency

Rezai¹,

Okhovat²

2016

IJEL

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Speaking is the primary objective of most L2 instructional programs and stands as one of the major factors in the evaluation of L2 learners' competence. The present study sought to investigate how preparation and task complexity can affect L2 learners' oral fluency in speech production with respect to individual differences in working memory capacity. The participants of the study consisted of 61 advanced L2 learners. The data collection consisted of two phases: a working memory test (reading span test) and a picture description task. Speaking was elicited through speech generation task in which the individuals were asked to discuss four topics emerging in two pairs. Also, each topic was accompanied by several relevant pictures. L2 fluency was assessed based on task complexity and preparation. The data were then analyzed in terms of the number of syllables, the number of silent pauses, and the mean length of pauses produced per minute. The statistical findings revealed that working memory, as a cognitive factor, played a significant role in L2 oral fluency accounting for variation in L2 performance. In addition, the variables Complexity and Preparation turned out to have a significant effect on the span groups' L2 oral performance. The study offers implications on strategies to improve learners' both fluency and working memory.

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Section: Discussionsupporting

confidence: 82%

The Effect of Working Memory on EFL Learners’ Oral Fluency

Rezai¹,

Okhovat²

2016

IJEL

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“…Generally, mixed results have been found regarding the impact of planning on language production. Therefore, studies on the effects of planning on second language production seem to further our understanding of the cognitive processes involved in second language (L2) production (Piri, Barati, & Ketabi, 2012).…”

Section: Previous Findingsmentioning

confidence: 99%

The Combined Effects of Pre-task and Careful Online Planning on EFL Learners' Written Discourse

Behyar

Nabilou

2019

IJREE

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The present study aimed at examining the combined effects of pre-task and online planning time on complexity, accuracy, and fluency in narrativebased texts produced by Iranian intermediate EFL learners. Overall, the implemented studies in this regard point to the facilitative impacts for both pre-task and careful online planning on complexity, accuracy, and fluency with some recorded trade-off effects. Using a between-groups design, sixty homogeneous participants were randomly assigned to four performance conditions: no planning (NP), careful online planning (OLP), pre-task planning (PTP), and both pre-task and careful online planning (POLP). The findings revealed that pre-task and careful online planning don't have any significant effects on the level of complexity. The results also suggested that whereas the provision of abundant online planning time increases the accuracy level, the opportunity to plan prior to performance leads them to generate more fluent written discourse. In addition, compared with the NP condition, pre-task in tandem with careful online planning time enable the participants to produce more accurate, and fluent written discourse that lend support to the Dual-Mode system and Limited Attentional Capacity Model. The findings are of pedagogical significance in that they speak of the efficacy of planning as an important metacognitive learning strategy capable of helping teachers achieve the desirable pedagogical objective of enhanced complexity, accuracy, and fluency of learners' task-based production. Theoretically, the results underscore the effectiveness of planning time in helping language learners overcome the limitation of their attentional capacity and direct them towards aspects of form and meaning.

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“…Finally, Piri, Barati, and Ketabi (2012) carried out a study on the effects of pre-task, on-line, and both pre-task and on-line planning on fluency, complexity, and accuracy on Iranian EFL learners' written production. Participants of the study were forty five Iranian learners of English.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

The Effects of Guided vs. Unguided Pressured Planning on EFL Learners’ Writing Fluency

Mohammadnia¹,

Ayaz²

2015

ELT

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Task-based planning can be conceptualized as the opportunity to work out task performance before the actual performance. It allows learners to process the content and language of their planned production at a deeper and more meaningful level. In the face of the wide range of research conducted on the effects of pre-task planning on L2 production, relatively little attention has been paid to the impacts of pressured within-task planning. The present study was, therefore, primarily aimed at investigating the effects of guided pressured within-task planning and unguided pressured within-task planning on the fluency of EFL learners' written production. The participants of the study were 30 upper-intermediate EFL learners whose age ranged between 18 and 22. In both guided and unguided conditions, the participants were provided with two sample process-writings, the only difference was that in the guided condition, the participants were provided with the samples including underlined sequence markers, bolded passive verbs, and underlined simple present verbs plus a list of sequence markers to serve as guide during writing. The results obtained from independent-samples t-test revealed the fact that guided pressured planning condition resulted in greater fluency than unguided pressured planning condition. The findings of the study may have pedagogical implications for teachers to design sequences of instructional activities providing opportunities for the learners to benefit from different types of planning in task performance.

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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

Cited by 14 publications

References 22 publications

The Effect of Working Memory on EFL Learners’ Oral Fluency

The Effect of Working Memory on EFL Learners’ Oral Fluency

The Combined Effects of Pre-task and Careful Online Planning on EFL Learners' Written Discourse

The Effects of Guided vs. Unguided Pressured Planning on EFL Learners’ Writing Fluency

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