The Effects of Pre-Task Planning Conditions On Complexity, Accuracy And Fluency Of Iranian EFL Learners’ Narrative Writing Production
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Date
2017-08
Authors
Sharafi Nejad, Maryam
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This thesis seeks to investigate how pre-task planning conditions influence
the narrative writing performance of Iranian EFL learners regarding complexity,
accuracy and fluency. The participants of the study were 150 second year
undergraduate students of two universities in Kerman, Iran. They were randomly
selected and divided into five homogeneous groups for the writing task. Planning
was operationalized at five levels i.e., No-planning (NP), Unguided Pre-task
Planning (UPP), Content-focused Strategic Planning (CSP), Language-focused
Strategic Planning (LSP), and Content Language-focused Strategic Planning (CLSP).
Each group was asked to narrate a video clip under the five different conditions and
their writing performance was measured for complexity, accuracy and fluency
(CAF). The statistical analysis revealed that planned groups outperformed unplanned
groups regarding the three aspects of language production. The results further
indicated that pre-task planning conditions (whether unguided or strategic) influence
writing task performance albeit, in different aspects and to different extent. The
results also showed that significant differences were achieved between NP and all
planned groups regarding the Number of Dysfluencies (ND) and Production Rate
(PR) for fluency measures. The Correct-Verb Form (CVF) between LSP and NP and
Error-Free Clauses (EFC) between LSP and (UPP & NP) were significantly different
regarding accuracy. Furthermore, the responses to the questionnaire revealed that the
provision of guidance promoted production, increased the effectiveness of planning
and decreased learners’ mental pressure. Results of the open-ended question
indicated that 65 percent of the participants believed that planning time had positive
effects on their writing production. The findings of this study strengthened the
knowledge regarding the cognitive process of EFL production proposed by
Information Processing Theory (IPT). Furthermore, it suggests pedagogical and
theoretical implications in EFL writing performance for both learners and teachers.
Description
Keywords
Pre-task planning conditions , influence the narrative writing performance of Iranian EFL learners