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On the Impacts of Pressured vs. Unpressured On-line Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts

Yıl 2019, Cilt: 5 Sayı: 3, 341 - 352, 26.11.2019
https://doi.org/10.32601/ejal.651267

Öz










The literature on task planning abounds with studies in laboratory
or classroom contexts; however, the contribution of task planning to the
testing context has remained a largely uncharted area of enquiry. The current
study is primarily focused on exploring the impacts of pressured vs.
unpressured on-line task planning conditions on EFL students’ oral production
in classroom and testing contexts. The participants of the study comprised a
total of 14 Iranian intermediate adult female EFL students from a private
language institute in Tehran. Two parallel task cards- part 2 of IELTS Speaking
Test- were given to students with and without any time pressure for task
completion in the two different contexts in fulfilment of the requirement for
promotion for the next instructional period. All performances were measured
through fluency and coherence (FC), lexical resource (LR), and grammatical
range and accuracy (GRA) indices. To compare the impacts of pressured and
unpressured on-line task planning in the classroom and testing contexts, paired
samples t-tests were conducted in SPSS. It was found that the removal of time
pressure on students’ task performance significantly impacted on their GRA in
the classroom context. Regarding the testing context, it was found that, as
with the classroom context, pressured on-line task planning led to higher FC
compared to other indices. Also, it was found that unpressured on-line task
planning had a statistically significant impact on students’ GRA. Moreover, the
authors observed that a trade-off effect exists between students’ GRA and FC
and their LR in the testing context; in other words, the more the students were
stressed out to accomplish the test task and to produce correct sentences to
get higher scores, the less they took risks to try extensive vocabulary and the
lower their LR became.

Kaynakça

  • Ahmadian, M.J. (2012a). The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research, 16(1), 129-149.
  • Ahmadian, M.J. (2012b). The relationship between working memory capacity and L2 oral performance under task-based careful online planning condition. TESOL Quarterly, 46(1), 165-175.
  • Ahmadian, M.J. (Ed.). (2016). Task-based language teaching. The Language Learning Journal, 44(4), 377-380.
  • Ahmadian, M.J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59.
  • Ahmadian, M.J., Tavakoli, M., & Dastjerdi, H.V. (2015). The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. Language Learning Journal, 43(1), 41-56.
  • Ahmadian, M.J., & García Mayo, M.P. (Eds.) (2017). Recent perspectives on task-based language learning and teaching. Boston/Berlin: De Gruyter Mouton.
  • Atai, M.R., & Nasiri, M. (2017). An investigation into the effects of joint planning on complexity, accuracy, and fluency across task complexity. Journal of English Language Teaching and Learning, 20, 49-74.
  • Baleghizadeh, B., & Nasrollahi Shahri, M.N. (2017). The effect of online planning, strategic planning and rehearsal across two proficiency levels. The Language Learning Journal, 45(2), 171-184.
  • Ellis, R. (2005). Planning and task-based performance: Theory and research. In Ellis, R. (Ed.), Planning and Task Performance in a Second Language (pp. 3-34). John Benjamins Publishing Co: Philadelphia, PA.
  • Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509.
  • Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
  • Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215-247.
  • Gass, S. (2003). Input and interaction. In C. Doughty & M. Long. (Eds.), Handbook of Second Language Acquisition (pp. 224-255). Blackwell Publishers: Oxford.
  • Keyvanfar, A., & Modarresi, M. (2009). The impact of task-based activities on the reading skill of Iranian EFL young learners at the beginner level. The Journal of Applied Linguistics, 2(1), 81-102.
  • Levelt, W.J.M. (1989). Speaking: From intention to articulation. Cambridge: The MIT Press.
  • Levelt, W.J.M., Roelofs, A., & Meyer, A.S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75.
  • Li, L., Chen, J., & Sun, L. (2015). The effects of different lengths of pretask planning time on L2 learners’ oral test performance. TESOL Quarterly, 49(1), 38-66.
  • Li, S., & Fu, M. (2016). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22(2), 230-253.
  • Littlewood, W. (2004). The task-based approach: some questions and suggestions. ELT Journal, 58, 319-326.
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Crosscultural Perspective (pp. 39-52). Amsterdam: John Benjamins.
  • Long, M. (2014). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.
  • Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Mackey, A., & Silver, R.E. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33, 239-260.
  • Markee, N., & Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning, 63(4), 629-664.
  • Mystkowska-Wiertelak, A. (2011). Task repetition as a way of enhancing oral communication in a foreign language. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and Instructed Foreign Language Acquisition (pp. 245-257). Bristol, UK: Multilingual Matters.
  • Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
  • Saeedi, M. (2013). The influence of strategic planning and storyline complexity on EFL learners’ narrative retellings. The Journal of Language Teaching and Learning, 3(1), 20-36.
  • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.
  • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press: Oxford.
  • Skehan, P. (2011). Researching tasks: Performance, assessment and pedagogy. Shanghai: Shanghai Foreign Language Education Press.
  • Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
  • Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120.
  • Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In Ellis, R. (Ed.), Planning and Task Performance in a Second Language (pp. 239-273). John Benjamin: Amsterdam.
  • VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287-301.
  • VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755-803.
  • Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1-27.
Yıl 2019, Cilt: 5 Sayı: 3, 341 - 352, 26.11.2019
https://doi.org/10.32601/ejal.651267

Öz

Kaynakça

  • Ahmadian, M.J. (2012a). The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research, 16(1), 129-149.
  • Ahmadian, M.J. (2012b). The relationship between working memory capacity and L2 oral performance under task-based careful online planning condition. TESOL Quarterly, 46(1), 165-175.
  • Ahmadian, M.J. (Ed.). (2016). Task-based language teaching. The Language Learning Journal, 44(4), 377-380.
  • Ahmadian, M.J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59.
  • Ahmadian, M.J., Tavakoli, M., & Dastjerdi, H.V. (2015). The combined effects of online planning and task structure on complexity, accuracy, and fluency of L2 speech. Language Learning Journal, 43(1), 41-56.
  • Ahmadian, M.J., & García Mayo, M.P. (Eds.) (2017). Recent perspectives on task-based language learning and teaching. Boston/Berlin: De Gruyter Mouton.
  • Atai, M.R., & Nasiri, M. (2017). An investigation into the effects of joint planning on complexity, accuracy, and fluency across task complexity. Journal of English Language Teaching and Learning, 20, 49-74.
  • Baleghizadeh, B., & Nasrollahi Shahri, M.N. (2017). The effect of online planning, strategic planning and rehearsal across two proficiency levels. The Language Learning Journal, 45(2), 171-184.
  • Ellis, R. (2005). Planning and task-based performance: Theory and research. In Ellis, R. (Ed.), Planning and Task Performance in a Second Language (pp. 3-34). John Benjamins Publishing Co: Philadelphia, PA.
  • Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509.
  • Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
  • Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215-247.
  • Gass, S. (2003). Input and interaction. In C. Doughty & M. Long. (Eds.), Handbook of Second Language Acquisition (pp. 224-255). Blackwell Publishers: Oxford.
  • Keyvanfar, A., & Modarresi, M. (2009). The impact of task-based activities on the reading skill of Iranian EFL young learners at the beginner level. The Journal of Applied Linguistics, 2(1), 81-102.
  • Levelt, W.J.M. (1989). Speaking: From intention to articulation. Cambridge: The MIT Press.
  • Levelt, W.J.M., Roelofs, A., & Meyer, A.S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75.
  • Li, L., Chen, J., & Sun, L. (2015). The effects of different lengths of pretask planning time on L2 learners’ oral test performance. TESOL Quarterly, 49(1), 38-66.
  • Li, S., & Fu, M. (2016). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22(2), 230-253.
  • Littlewood, W. (2004). The task-based approach: some questions and suggestions. ELT Journal, 58, 319-326.
  • Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. DeBot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Crosscultural Perspective (pp. 39-52). Amsterdam: John Benjamins.
  • Long, M. (2014). Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell.
  • Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Mackey, A., & Silver, R.E. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33, 239-260.
  • Markee, N., & Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning, 63(4), 629-664.
  • Mystkowska-Wiertelak, A. (2011). Task repetition as a way of enhancing oral communication in a foreign language. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and Instructed Foreign Language Acquisition (pp. 245-257). Bristol, UK: Multilingual Matters.
  • Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
  • Saeedi, M. (2013). The influence of strategic planning and storyline complexity on EFL learners’ narrative retellings. The Journal of Language Teaching and Learning, 3(1), 20-36.
  • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.
  • Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press: Oxford.
  • Skehan, P. (2011). Researching tasks: Performance, assessment and pedagogy. Shanghai: Shanghai Foreign Language Education Press.
  • Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
  • Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120.
  • Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In Ellis, R. (Ed.), Planning and Task Performance in a Second Language (pp. 239-273). John Benjamin: Amsterdam.
  • VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287-301.
  • VanPatten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755-803.
  • Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1-27.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Vahid Panahzadeh Bu kişi benim 0000-0003-1007-1841

Bita Asadi Bu kişi benim 0000-0002-7272-4329

Yayımlanma Tarihi 26 Kasım 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 3

Kaynak Göster

APA Panahzadeh, V., & Asadi, B. (2019). On the Impacts of Pressured vs. Unpressured On-line Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts. Eurasian Journal of Applied Linguistics, 5(3), 341-352. https://doi.org/10.32601/ejal.651267