This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the ...

The aim of the current study was to compare the influence of on-line planning and pre-task planning on the performance of EFL university students enjoying different levels of proficiency regarding accuracy, fluency and complexity. To this end a group of 134 EFL learners with different proficiency levels were asked to write narrative tasks under two planning conditions (Pre-task planning and on-...

research on pre-task planning has revealed that planned conditions have produced more fluent and complex language than unplanned conditions. to date, most of these studies have investigated the effects of individual planning on language production while collaborative planning has received scant attention. to determine the effects of pre-task planning on second language written production, the p...

the favorable gains gleaned from the provision of pre-task planning time (ptp) have struck a chord with sla researchers as they try to manipulate task features to promote language production and development. in a similar vein, the present study is a two-fold attempt to first compare the effect of the length of pre-task planning time on discourse-analytic measures in narrative written production...

Task-based language teaching, which requires learners to transact tasks resembling their real life language needs, demands language learners to perform planning at different stages of their learning. Since various types of tasks can be used in task-based instruction, the present study examined the effect of task types and various participatory structures during pre-task planning on the quality ...

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field o...

1. introduction language teachers frequently observe a gap between their students' potential competence and their performance in the class. anderson (1993) attributes this to the fact that human has a limited processing capacity and is not able to attend to various aspects of a task simultaneously. this limitation causes l2 learners not to be able to focus on both meaning and form at the same t...

Considering the benefits of preparation for writing in the pre-writing phase, this study attempted to examine the effects of different pre-task strategic planning activities (i.e., pre-task form-focus planning, content-focus planning, and no planning) on writing accuracy and motivation. To achieve the objectives of this study, sixty intermediate EFL learners were selected from an English langua...