The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners� Written Production

• Autores: Maedeh Ghavamnia, Mansoor Tavakoli, Masoos Esteki
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, págs. 31-43
• Idioma: inglés
• DOI: 10.30827/digibug.29559
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El propósito de este studio fue investigar cómo la pre-tarea y la planificación en línea pueden tener un impacto en las tres dimensiones de la producción del lenguaje.

    La actuación lingüística y la competencia se cree que son multi-dimensionales en la naturaleza, y que sus principales dimensiones pueden ser examinadas a través de las nociones de complejidad, precisión y fluidez (Skehan, 1998; Ellis, 2008; Ellis y Barkhuizen, 2005). Para realizar el estudio, cuarenta estudiantes de ingles como lengua extranjera de nivel intermedio de un centro de idiomas en Irán fueron seleccionados para participar en este estudio. Que se homogeneizaron en términos de género, edad, nacionalidad, L1, y el dominio de inglés. Los participantes fueron asignados al azar a la pre-planificación o las condiciones de planificación en línea y se les pidió que completaran un relato escrito sobre la base de una serie de imágenes. Diez de los participantes en la condición de pre-planificación de tareas fueron seleccionados aleatoriamente para participar en una entrevista retrospectiva después de la tarea para ver lo que hicieron durante el tiempo de planificación de 10 minutos. Muestras independientes de t-tests se llevaron a cabo con el fin de ver si existía alguna diferencia significativa en el rendimiento de escritura de los participantes en las dos condiciones de planificación en relación con la complejidad, precisión y fluidez. Los resultados de este estudio mostraron que el grupo de planificación previa a la tarea produjo escritos más complejos y de forma má fluida, mientras que el grupo de planificación en línea produjo más frases sin errores lo que indica un rendimiento de escritura más preciso

  • English

    The purpose of this study was to investigate how pre-task and online planning could have impact on the three dimensions of language production. Language performance and proficiency are believed to be multi-dimensional in nature, and that their principal dimensions can be examined through the notions of complexity, accuracy and fluency (Skehan, 1998; Ellis, 2008; Ellis &Barkhuizen, 2005). To conduct the study, forty intermediate EFL learners from a language center in Iran were selected to participate in this study. They were homogenized in terms of gender, age, nationality, L1, and English proficiency. They were randomly assigned to either the pre-planning or the online planning conditions and were required to complete a written narrative based on a series of pictures. Ten of the participants in the pre-task planning condition were randomly selected to participate in a retrospective interview following the task to see what they did during the 10 minute planning time. Independent samples t-tests were run in order to see if any significant difference existed in the writing performance of the participants under the two planning conditions in relation to complexity, accuracy, and fluency. The findings of this study showed that the pre-task planning group produced more complex and fluent writings, whereas the online planning group produced more error free clauses indicating a more accurate writing performance

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