Linguistics and Literature Studies Vol. 6(1), pp. 1 - 11
DOI: 10.13189/lls.2018.060101
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A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production


Navid Bayat *
Islamic Azad University, South Tehran Branch, Tehran, Iran

ABSTRACT

The present study set out to explore the effects of task repetition (TR), unguided strategic planning (USP), and pressured on-line planning (POP) on the accuracy of Iranian EFL Upper-intermediate learners' written production. To achieve this, 90 EFL learners from three intact classes of an English institute were randomly assigned to three experimental groups. All participants in three groups experienced a written narrative task based on a set of six pictures as pre-test, a week prior to the 10-session treatment, two weeks after it as post-test, and for the treatment itself as well. Participants in the first group (TR) were required to write a 150-word narrative based on the pictures they were shown and repeat the performance a week later. In the second group (USP), participants were given 10-minute planning before performing the narrative task. Finally, students in the third group (POP) were asked to perform the task within the time limit of 17 minutes. All participants' performance was then analyzed and measured in terms of accuracy. The findings of the study revealed that repeating the task contributed in improvement in accuracy. In a similar vein, giving students the opportunity for on-line planning resulted in a similar effect on accuracy in their output, whereas no statistically significant enhancement in accuracy was achieved in strategic planning group.

KEYWORDS
Task Repetition, Unguided Strategic Planning, Pressured On-line Planning

Cite this paper
Navid Bayat (2018). A Comparative Study of the Effects of Task Repetition, Unguided Strategic Planning, and Pressured On-line Planning on the Accuracy of Upper-intermediate EFL Learners' Written Production. Linguistics and Literature Studies, 6 , 1 - 11. doi: 10.13189/lls.2018.060101.