Abstract
| Original language | English |
|---|---|
| Title of host publication | Language Teaching and Learning |
| Subtitle of host publication | New Dimensions and Interventions |
| Editors | Ambigapathy Pandian, Christine Liew, Debbita Tan |
| Place of Publication | Newcastle upon Tyne, United Kingdom |
| Publisher | Cambridge Scholars Publishing |
| Chapter | XXIV |
| Pages | 346-359 |
| Number of pages | 14 |
| ISBN (Print) | 978-1-4438-5980-6 |
| Publication status | Published - 2014 |
| Externally published | Yes |
Fingerprint
Cite this
}
Looking into Accuracy, Complexity and Fluency of EFL Learners' Written Task Production and the Potency of Unguided Planning. / Khorasani, Reza; Pandian, Ambigapathy; Ismail, Shaik Abdul Malik Mohamed; Alavi, Saber.
Language Teaching and Learning: New Dimensions and Interventions. ed. / Ambigapathy Pandian; Christine Liew; Debbita Tan. Newcastle upon Tyne, United Kingdom : Cambridge Scholars Publishing, 2014. p. 346-359.Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research › peer-review
TY - CHAP
T1 - Looking into Accuracy, Complexity and Fluency of EFL Learners' Written Task Production and the Potency of Unguided Planning
AU - Khorasani, Reza
AU - Pandian, Ambigapathy
AU - Ismail, Shaik Abdul Malik Mohamed
AU - Alavi, Saber
PY - 2014
Y1 - 2014
N2 - Planning has been argued to have positive effects on learners’ task production regarding complexity, accuracy, and fluency (CAF), yet the debate is still hot and the findings are controversial especially regarding written task production which has been partiallyoverlooked. This study seeks to find out the impact of unguided pretask planning on learners’ written task production. To do this, an Oxford placement test was administered. Based on the scores, the 68 Iranian undergraduates majoring in English were randomlydivided into two groups of control no-planners (NP) andexperimental unguided pre-task planners (UPP). They watched an episode of Mr Bean’s film and were required to write their account of watching in planned and unplanned conditions. The written narratives were measured for the CAF and the result of the studyrevealed that although unguided planners outperformed no-planners regarding all aspects of CAF, the result, however, was only significant regarding the number of dysfluency as a component of fluency.
AB - Planning has been argued to have positive effects on learners’ task production regarding complexity, accuracy, and fluency (CAF), yet the debate is still hot and the findings are controversial especially regarding written task production which has been partiallyoverlooked. This study seeks to find out the impact of unguided pretask planning on learners’ written task production. To do this, an Oxford placement test was administered. Based on the scores, the 68 Iranian undergraduates majoring in English were randomlydivided into two groups of control no-planners (NP) andexperimental unguided pre-task planners (UPP). They watched an episode of Mr Bean’s film and were required to write their account of watching in planned and unplanned conditions. The written narratives were measured for the CAF and the result of the studyrevealed that although unguided planners outperformed no-planners regarding all aspects of CAF, the result, however, was only significant regarding the number of dysfluency as a component of fluency.
M3 - Chapter
SN - 978-1-4438-5980-6
SP - 346
EP - 359
BT - Language Teaching and Learning
A2 - Pandian, Ambigapathy
A2 - Liew, Christine
A2 - Tan, Debbita
PB - Cambridge Scholars Publishing
CY - Newcastle upon Tyne, United Kingdom
ER -