The Potential Combined Effects of Task Complexity and Planning Types on Iranian EFL Learners’ Oral Production Performance
Publish place: Applied Research on English Language، Vol: 9، Issue: 4
Publish Year: 1399
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_AREUIT-9-4_004
تاریخ نمایه سازی: 6 دی 1399
Abstract:
This study examined the combined effects of two task complexity levels (i.e., high- and low-complex) and two planning conditions including pre-task planning and on-line planning on Iranian intermediate language learners’ speech production regarding complexity, accuracy, and fluency. To this end, ۹۰ intermediate EFL learners from a language institute in Shiraz were randomly assigned into two control and four experimental groups. At first, the language learners in all groups participated in the speaking pretest. Presented with a series of picture description tasks, the participants were asked to narrate a story. During ۱۰ treatment sessions of picture description task performance, the experimental and control groups attempted different planning time conditions including pre-task planning, online planning, and no-planning along with task complexity levels. Finally, following the last session, the posttest was administered to all participants. The narrations analysis, as well as the results of Mixed between-within groups ANOVAs and a series of one-way ANOVAs, manifested that language learners in the pre-task high complexity group outperformed all other groups in terms of complexity. Moreover, the online low complexity group and online high complexity group outperformed the pre-task planning low complexity, no-planning low complexity, and no-planning high complexity groups regarding accuracy. With regard to fluency, the pre-task planning low complexity group significantly outperformed the no-planning low complexity, no-planning high complexity, and online high complexity groups. It was also concluded that pre-task planning affected language learners’ speech fluency. The implications of the results are also addressed.
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Authors
Sanaz Mohazabieh
PhD Candidate, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Rahman Sahragard
Professor, Department of English Language and Linguistics, Shiraz University, Shiraz, Iran
Ehsan Rassaei
Associate Professor, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Mustafa Zamanian
Assistant Professor, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
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