The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech

Abstract

This is a repository copy of The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. ReuseUnless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. 1 The Combined Effects of Online Planning and Task Structure on Complexity, Accuracy, and Fluency of L2 Speech AbstractThis study investigates the combined effects of task-based careful online planning condition and the storyline structure of a task on L2 oral performance (complexity, accuracy, and fluency). 60 intermediate EFL learners were randomly assigned to four groups (n = 15). Participants were asked to perform two tasks with different degrees of storyline structure (structured and unstructured) under two different planning conditions (pressured online planning and careful online planning). Analysis of the narrations and the results of a series of one-way ANOVA revealed that the participants who performed the structured task under careful online planning condition produced reasonably more complex, accurate, and fluent language. However, those who performed the unstructured task under pressured online planning condition obtained the lowest scores in terms of all three areas of oral production. The findings add support to the view that selecting appropriate task-based implementation conditions and task design features could induce language learners to produce the kind of output which enjoys complexity, accuracy, and fluency at the same time.

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

“…This finding allows us to infer that the complexity of L2 written output is increased by no planning in which learners are pressured to perform the task within the time limit. This result partially disaccords with the predictions made in this study and does not agree with the results of previous planning studies ( Ellis and Yuan, 2004;Geng and Ferguson, 2013;Ahmadian et al, 2015); it can be delineated with reference to Skehan's (1998a) dual system proposal. This argues that under pressured planning time conditions, learners are more likely to utilize their exemplar-based system, which consists of a great deal of available chunks of language and puts lower amounts of cognitive load on the part of learners.…”

“…One of the principles deals with the assumption that individuals possess limited attentional capacity whereby the amount of information they are able to attend to at a certain point in time is limited in critical ways. According to this assumption, "when there are two or more mental activities that need focal attention, it is not possible to allocate equal attentional resources to all of them simultaneously" (Ahmadian et al, 2015). This assumption provides a strong ground for the Trade-off Hypothesis, which leads our predictions in regards to the results of manipulating implementational variables and task design characteristics (Skehan, 1998b(Skehan, , 2009bFoster and Skehan, 1996).…”

“…structured, less structured, and unstructured tasks) and implementational conditions (e.g. planning time conditions) induces second language (L2) learners to direct their attention to different dimensions of language performance (Ellis and Yuan, 2004;Tavakoli and Skehan, 2005;Markee and Kunitz, 2013;Ong, 2014;Ahmadian, Tavakoli, and Vahid Dastjerdi, 2015). Although extensive studies have investigated the nature and effects of task design features and implementational conditions on the CAF triad, there are still inconsistent findings.…”

“…Online planning, as suits the name, points to learners using the time available while carrying out the task "to regroup and to plan on the fly" (Skehan, 2007:57). It provides learners with sufficient time to do mental work on their performance conceptually and/or formally while performing a task (Ahmadian et al, 2015). Online planning encourages learners to plan their oral or written discourse within the task performance.…”

“…Although extensive studies have investigated the nature and effects of task design features and implementational conditions on the CAF triad, there are still inconsistent findings. In particular, planning time for L2 writing is often perceived to have different influences on its product (Ellis, 2009;Ahmadian, Tavakoli, and Vahid Asian-Pacific Journal of Second and Foreign Language Education Dastjerdi, 2015). The present study seeks to provide deeper insights into the differential effects of planning time conditions (pre-task and online planning) on L2 descriptive writing.…”