The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production

Ahmadian, Mohammad Javad; Tavakoli, Mansoor

doi:10.1177/1362168810383329

Cited by 219 publications

(67 citation statements)

References 22 publications

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“…A study conducted by Ahmadian and Tavakoli (2011) in an EFL class in Iran, investigated the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the oral production of EFL learners. The results obtained from one-way ANOVAs revealed that the opportunity to engage simultaneously in careful online planning and task repetition enhances accuracy, complexity, and fluency significantly.…”

Section: Pre-task Planning Studiesmentioning

confidence: 99%

The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance

MohammadAbadi¹,

Dabaghi²,

Tavakoli³

2012

IJRSLL

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Nowadays, plethora of research on pre-task planning has attempted to find out the effect of planning time on oral production of L2 learners. By and large, it has been reported planning has had a positive impact on their task-performance. Nonetheless, there have been few bodies of research performed with regard to planning in writing contexts, and there has been no conclusive evidence to illustrate the fact that pre-task planning enhances L2 learners' written performance in the ways which lots of researchers have reported for the context of L2 oral performance. The study reported was primarily aimed at investigating the effects of simultaneous use of planning along +/-Here-and-Now on fluency, accuracy, and complexity of written performance. Particularly, the effects of +/-planning merged with +/-Here-and-Now (i.e. planned here-and-now, unplanned here-and now and planned there-and-then as well as unplanned there-and-then conditions) on Iranian EFL learners` writing accuracy, fluency, and complexity were investigated. Study participants were 30 male and female Iranian of lower-intermediate EFL learners whose mother tongue was Persian and whose age group ranged between 18 and 26. Participants were assigned to four experimental conditions mentioned above. Participants in all four conditions were engaged in a written narrative task in which four different wordless picture stories were chosen for data collection and control of the practice effects. The results obtained from one-way ANOVAs revealed the fact that regarding accuracy, planning in both +/-Here-and-Now factors is more enhanced than unplanned here-and-now and there-and-then. Finally, just as fluency, with respect to complexity, the participants' performances are statistically the same in the four different tasks.

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Section: Pre-task Planning Studiesmentioning

confidence: 99%

The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance

MohammadAbadi¹,

Dabaghi²,

Tavakoli³

2012

IJRSLL

Self Cite

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“…Additionally, the issue of modality, which is considered an indispensable component of task performance, has garnered little attention in task-based planning studies. A plethora of literature exists investigating the effects of planning time conditions on the CAF triad in speaking tasks and supporting their effects on different dimensions of language performance (Ortega, 1999;Skehan and Foster, 1999;Yuan and Ellis, 2003;Ahmadian and Tavakoli, 2011). However, a paucity of literature exists regarding the influences of planning time conditions on complexity, accuracy and fluency in writing tasks, particularly in an EFL context.…”

Section: Introductionmentioning

confidence: 99%

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

Tabari

2016

Asian. J. Second. Foreign. Lang. Educ.

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This study investigates the effects of pre-task planning and online planning on L2 writing production (complexity, accuracy, fluency, and lexical variety). Seventy-eight intermediate EFL learners were randomly divided into three groups (n 1 / 3 26): pre-task planning, online planning, and no planning. Participants were required to write a description elicited through a pictorial task. Analysis of the descriptions and the results of a series of one-way ANOVA showed that the participants who completed the task under the pre-task planning condition composed more fluent texts. However, those who conducted the task under the no planning condition wrote more lexically varied texts. In addition, the participants who completed the task under the online planning condition outperformed those who worked with the task under the pre-task planning condition in the case of lexical variety. This study proposes the trade-off effect between fluency and lexical variety. The findings also reveal that choosing suitable task-based implementational conditions can help L2 writers improve the complexity, accuracy, fluency, and lexical variety of their textual products. Finally, the implementational conditions for pre-task and online planning should be equally available for L2 writers if they want to present their actual output.

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“…In this study, "to enhance both the validity of the assessments and the comparability of the results" (Ahmadian and Tavakoli, 2011) …”

Section: Grammatical Accuracymentioning

confidence: 99%

The Effect of Mentor Text Model on Improving EFL Learners Writing Fluency and Accuracy

Tabrizi

2017

International Journal of Asian Social Science

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Article HistoryThis study was an attempt to investigate whether manipulating the mentor text has any substantial effects on writing skill in terms of fluency and accuracy of texts produced by EFL learners to enable them to reach a high level of writing quality. To fulfill the purpose of this study, 25 male and female students studying at Tabriz-Iran, were selected based on their performance on a Nelson Proficiency. A writing test was administered after the proficiency test as pre-test. Then, the group was taught writing with the mentor text. At the end of the instruction, writing post-test was administered to the participants of all groups after an interval of five weeks. Although the results of a paired sample t-test showed that mentor-text model had no significant effect on EFL learners' writing fluency, it had a significant effect on their writing accuracy. The results of the study may be useful for EFL teacher in teaching writing skill, moreover, it may help learners to promote their writing ability by proper use of mentor texts in English learning classroom. Contribution/ Originality:This study is one of very few studies which have investigated the effect of Mentor text model on improving English language learners' writing fluency as well as writing accuracy through an experimental study in EFL context.

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The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production

Cited by 219 publications

References 22 publications

The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance

The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance

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

The Effect of Mentor Text Model on Improving EFL Learners Writing Fluency and Accuracy

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