The Effects of Pre-Task Planning Conditions On Complexity, Accuracy And Fluency Of Iranian EFL Learners’ Narrative Writing Production

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dc.contributor.authorSharafi Nejad, Maryam
dc.date.accessioned2018-01-09T02:53:06Z
dc.date.available2018-01-09T02:53:06Z
dc.date.issued2017-08
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/5337
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectPre-task planning conditionsen_US
dc.subjectinfluence the narrative writing performance of Iranian EFL learnersen_US
dc.titleThe Effects of Pre-Task Planning Conditions On Complexity, Accuracy And Fluency Of Iranian EFL Learners’ Narrative Writing Productionen_US
dc.typeThesisen_US
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