چکیده:
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-line planning). The results of the investigation showed that neither on-line nor pre-task planning affected the accuracy of writing. It was also revealed that on-line planning led to more fluent written language than what pre-task planning did, and that pre-task planning, compared to on-line planning, caused the students to produce more complex written language. Another finding of the research was that students with higher proficiency levels outperformed their low-proficiency counterparts considering accuracy, fluency and complexity during both on-line and pre-task planning. In other words, no interaction was found between planning conditions and proficiency levels.
خلاصه ماشینی:
Another finding of the research was that students with higher proficiency levels outperformed their low-proficiency counterparts considering accuracy, fluency and complexity during both on-line and pre-task planning.
Literature Review Many researchers have investigated the effects of different types of planning time on L2 learners’ written task performance in terms of accuracy, fluency, and complexity (Foster & Skehan 1996; Ortega 1999; Ellis & Yuan, 2004; Sangarun 2005; Shin 2006; Tavakoli & Skehan 2005; Rahimpour & Nariman-Jahan 2011).
In their study, Ellis and Yuan (2004) investigated the effects of three types of planning including no planning, pre-task planning and on-line planning on the performance of 42 Chinese learners' narrative writing.
In 2012, Salimi, Alaviani and Hosseini explored the effects of strategic planning and task complexity on the accuracy of EFL learners' written performance.
Considering the aspects mentioned above, the present study compares the effects of planning conditions on written narrative task performance in terms of accuracy, fluency and complexity across different proficiency levels.
The second two-way ANOVA was run to probe the effect of pre-task and on-line planning on the narrative writing of the students in terms of fluency across different proficiency levels.
The effect of pre-task and on-line planning on the complexity of narrative writing of high and low proficiency groups was investigated through two-way ANOVA.
Seyyedi, Mohamed Ismail, Orang, and Sharafi Nejad (2013) also found that pre-task planning time had no effect on the accuracy of the learners' narrative writing.