Hamid Marashi - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Mina Gholami - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

This study investigated the effect of two different types of offline planning, namely cooperative and individual, on the oral proficiency of impulsive and reflective EFL learners. Accordingly, ۱۱۴ intermediate learners studying at a private language school in Tehran were chosen nonrandomly through their performance on a Preliminary English Test (PET). The participants also filled out the Eysenck and Eysenck’s (۱۹۹۱) Impulsiveness Questionnaire (EIQ) through which they were categorized into two subgroups within each offline planning setting consisting of impulsive and reflective learners. All in all, there were four subgroups: ۲۸ impulsive and ۲۸ reflective learners undergoing the cooperative offline planning treatment, and ۳۲ impulsive and ۲۶ reflective learners experiencing the individual offline planning treatment. Following the ۱۴-session treatment, the mean scores of all four groups on the speaking posttest were computed and a two-way ANOVA was run to test all the four hypotheses raised in the study. The results revealed that the effect of offline planning to a great degree depends on the cognitive learning style of the learners: while impulsive learners benefit more from cooperative offline planning, reflective ones prefer to perform the task individually.

Cooperative offline planning, Individual offline planning, Impulsive, Reflective, speaking