‘Guided Task-Based Planning and Writing Fluency: A Case of Iranian Lower-Intermediate EFL Learners’ by Seyed Ahmad Kasaian & Mozhgan Kabiri

Abstract

Some SLA researchers mention that L2 acquisition needs a focus on form, due to the fact that learners have a limited working memory capacity, noticing form and meaning simultaneously is difficult, and that they naturally tend to ignore certain linguistic features (e.g. Ellis, 2005a). The aim of this study was to investigate the impact of pre-task planning on the Iranian Intermediate EFL learners’ fluency. To meet the purpose of this study, 48 low-intermediate female EFL learners’ were selected from among a total of 100 students based on their performance on a Nelson test in Rahamooz Shokooh English language institute in Ghaemshahr, Mazandaran, Iran. In meaning-based pre-task (guided) planning condition, learners were given instructions about how to form and plan ideas to write their argumentative writings in five minutes for six consecutive sessions. In the form-focused pre-task (guided) planning condition, learners were first instructed how to plan the form of their written production in five minutes for six consecutive sessions. In the third group, however, the learners were focused both on form and on content and meaning in five minutes for six sessions. Then, they got engaged in planning. Actually, the three groups received the same pre-tests and post-tests and the same topic in each session with the same examples. The results showed positive effects of pre-task (guided) planning on the global fluency of language in the first and third group.

Key words: pre-task (guided) planning, writing fluency, meaning-based, form-focused, meaning and form-based.

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