Exploring the effects of pre-task planning time on EFL learners’ narrative writing
The present study is carried out in order to provide deeper insights into the differential effects of pre-task planning time conditions on Iranian EFL learners’ narrative writing production (accuracy, fluency, and complexity). To this end, three intact classes comprising 70 EFL language learners, st...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | CA EN ES FR |
| Publicado: |
Universitat Autònoma de Barcelona
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e04435e328eb406bb3ac685cb7cdccce |
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| Sumario: | The present study is carried out in order to provide deeper insights into the differential effects of pre-task planning time conditions on Iranian EFL learners’ narrative writing production (accuracy, fluency, and complexity). To this end, three intact classes comprising 70 EFL language learners, studying in private language institutes in Iran, were randomly assigned to either no pre-task planning, 5 minute pre-task planning or 10 minute pre-task planning conditions. Analysis of the written narratives and the results of a series of one-way ANOVA revealed that both 5 minute and 10 minute pre-task planning groups showed substantial progress compared to those in the no pre-task planning group regarding the accuracy, fluency and complexity of their output. The obtained results support the view that providing pre-task planning opportunities leads task performers to produce the kind of output which displays improved complexity, accuracy, and fluency. The results also have some implications for teachers and practitioners in EFL contexts. |
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