The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance

Seyyedi, Keivan; Ismail, Shaik Abdul Malik Mohamed; Orang, Maryam; Nejad, Maryam Sharafi

doi:10.5539/elt.v6n12p1

Cited by 14 publications

(9 citation statements)

References 35 publications

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“…In contrast, meaning-focused teaching concentrates on tasks and activities that focus on message exchange. (Richards & Rodgers, 2017;Seyyedi et al, 2014). In second and foreign language classrooms, focus on form is viewed as a method for integrating meaning-and form-centered activities (Ellis, 2001;Seyyedi et al, 2012).…”

Section: Focus On Formmentioning

confidence: 99%

Focus on Form Approach in English Foreign Language Teaching

2024

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Numerous second language acquisition scholars assert that mere exposure to language is insufficient. They claim that activities that are only focused on message development are insufficient for developing a correct grasp of the language and urge a more form-centered approach to language instruction. 'Focus on form' (FonF) is a fundamental concept in taskbased language teaching, originally introduced by Michael Long. It involves directing learners' attention to the structures of language while they are actively engaged in tasks, as opposed to a structure-based approach called 'focus on forms' (FonFs), which focuses on explicit instruction of specific language forms. It maintains the significance of communicative language teaching principles, such as genuine communication and a student-centered approach. Understanding of this concept in second language acquisition (SLA) has experienced notable conversions. This article explores the evolution of Long's original definition and reasons for reevaluation of teaching grammar. Then it presents a classification of different focus on form.

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Section: Focus On Formmentioning

confidence: 99%

Focus on Form Approach in English Foreign Language Teaching

2024

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“…By virtue of complexity metrics, researchers have investigated the relationship between linguistic complexity and various task, context, or learner‐related factors (e.g., Seyyedi et al., 2013;Tabari & Wang, 2022; Yoon, 2021). One specific learner‐related factor that has received increasing attention is learners’ L1 backgrounds.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some studies have proposed various complexity measures and investigated whether they are reliable in gauging learners’ proficiency in the target language (Brezina & Pallotti, 2016; Kyle & Crossley, 2017, 2018; Lu, 2010, 2011; Ouyang et al., 2022). Others have explored certain tasks, contexts, and learner‐related factors that influence linguistic complexity, such as genre (Yoon, 2021), planning time (Seyyedi et al., 2013), and learner's first language (L1) backgrounds (Khushik & Huhta, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effects of speaker types and L1 backgrounds on the linguistic complexity of learners’ writing

Wang,

Wang

et al. 2023

Int J App Linguistics

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This study investigated the differences in linguistic complexity between different types of English users, including native speakers (NS), English as a foreign language (EFL) learners, and English as a second language (ESL) learners in terms of Kolmogorov complexity. Furthermore, we explored how first language backgrounds affect linguistic complexity. Our dataset contains 2272 argumentative essays produced by English NSs and upper‐intermediate learners from four ESL and six EFL countries/regions. Results showed that significant differences existed between the writings of NS, EFL, and ESL regarding overall and syntactic complexity. Specifically, the rank of overall complexity (NS > ESL > EFL) indicates that learners from countries/regions with higher exposure to English tend to produce overall more complex writings. Concerning syntactic complexity, EFL learners produce the most complex writings, while NS produces the least complex, indicating that essays written by EFL learners contain the most fixed word order patterns. In contrast, no significant difference was detected in morphological complexity among the NS, ESL, and EFL groups, suggesting that native and upper‐intermediate non‐NSs exhibit a similar range of morphological forms in their writings. Additionally, our results showed a larger effect of first language backgrounds over English speaker types on linguistic complexity, thus informing teachers to implement targeted writing instructions for learners from different countries.

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“…Similar tasks have been used by previous researchers (e.g. Abdollahzadeh & Kashmani, 2011;Seyyedi, Ismail, Orang, & Nejad, 2013) to elicit learners' written output. However, unlike the tasks used by the previous research, the task used in the present study contained keywords, following the format used in their actual examinations.…”

Section: Data Collectionmentioning

confidence: 99%

The Effects of Planning Conditions on Primary School Esl Pupils’ Narrative Writing

Fan

Zainal

2018

Indonesian J. Appl. Linguist

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The present study investigates the writing performance in terms of language complexity, accuracy and fluency (CAF) and the pupils' perceptions of their performance under different planning conditions and the relationship between pupils' perceptions and their performance. There were 78 ESL pupils from a Chinese primary school in Malaysia who were grouped into three planning conditions:1) pre-task planning, 2) on-line planning and 3) no planning groups. This study employs a variety of data collection methods that include the collection of pupils' written tasks and questionnaire surveys. The results of the study indicate that planning conditions did not have a significant impact on pupils' writing performance except for the effect of pre-task planning on pupils' written fluency. The results also differ greatly from numerous previous studies, which have been mainly conducted on adult writers. The present study also shows that pupils' perceptions are partially related to their writing performance. The reasons for such contradictions are discussed. The findings have implications for the teaching of writing in the ESL context. Keywords: second language writing; planning conditions; narrative writing task; primary school ESL learners; writing processThe task of writing can often be challenging for ESL learners because of the different mental processes involved. However, the task of completing a piece of writing can be even more demanding for young ESL learners, whose English language proficiency is still developing. It is argued that young ESL learners' limited range of vocabulary and basic mastery of grammar can affect their writing performance (Nam, 2011). Confusion between school and home environments, cultural backgrounds, and underdeveloped bilingualism are among the factors that affect young ESL writers' proficiency (Nam, 2011). Because of this, their writing may not reflect the complexity of mature writers. When they write, they tend to rely on any linguistic resource available to them and their writing could be characterized by spelling and letter forms that are invented and unconventional, inaccurate segmentation and punctuation and the expression of ideas through drawing or writing (Hudelson, 1989).According to Kellogg (1996), planning is one of the mental processes that learners employ in their writing. Based on second language acquisition (SLA) literature, planning can be categorised into two types: 1) pre-task planning and 2) on-line planning. These two types of planning differ in terms of the provision of time to learners. In pretask planning, time is allocated to learners before the actual performance of a task (Johnson, Mercado & Acevedo, 2012), whereas in on-line planning or within-task planning, the unpressured time limit is given to learners to perform pre-production and post-production monitoring (Ellis & Yuan, 2004). In the process of planning, learners usually engage in subprocesses such as idea generation, goal setting, and organisation (Johnson et al., 2012). In connection to this, Ellis...

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The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance

Cited by 14 publications

References 35 publications

Focus on Form Approach in English Foreign Language Teaching

Focus on Form Approach in English Foreign Language Teaching

Effects of speaker types and L1 backgrounds on the linguistic complexity of learners’ writing

The Effects of Planning Conditions on Primary School Esl Pupils’ Narrative Writing

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