Cover not available

Article published In: TASK
Vol. 1:2 (2021) ► pp.196–226

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Impact of task preparedness on L2 oral performance and strategy use

The case of Chinese EFL learners

 | KU Leuven, Belgium
Published online: 16 December 2021
DOI logo with link
https://doi.org/10.1075/task.20020.gu
Abstract
The present study sets out to explore the effects of pre-task planning and unpressured on-line planning on L2 learners’ oral performance and their choices of planning strategies in a dialogic task condition. Forty-eight intermediate Chinese EFL learners were invited to perform the task and were then assigned to four groups, each with a different planning condition. Complexity, accuracy, and fluency of their oral production were measured. Results indicated that in the dialogic task condition, unpressured on-line planning raised syntactic complexity. Strikingly, pre-task planning did not improve L2 performance in all dimensions. Additionally, a trade-off effect was found between complexity and accuracy. Retrospective interviews were conducted to explore strategies employed by the participants and their perceptions of task preparedness. Results showed that the participants preferred to use metacognitive strategies and social/affective strategies in the dialogic task. Both advantages and limitations were identified by the participants regarding different planning conditions.
Article outline
  • Introduction
    • Planning and task performance
    • Planning and strategy use
  • Research questions
  • Methodology
    • Participants
    • Design of the study
      • Coding scheme
    • The task
    • The procedure
    • Measures
      • Complexity
      • Accuracy
      • Fluency
  • Results
    • Complexity
    • Accuracy
    • Fluency
    • Trade-off effect
    • The retrospective interviews
  • Discussion
    • Effects of task planning on L2 performance (RQ 1)
    • Trade-off effect occurred in the current study (RQ 2)
    • Strategies employed during pre-task planning (RQ 3)
    • Strategies employed during on-line planning (RQ 4)
    • Learners’ perceptions of task preparedness (RQ 5)
  • Conclusion
  • Limitations and future directions
  • References
References (46)
References
Ahmadian, M. J. (2012). 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. Google Scholar logo with link to Google Scholar
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering, and understanding. In J. H. Flavell & M. Markman. (Eds.). Carmichael’s manual of child psychology (pp. 77–166). John Wiley & Sons.Google Scholar logo with link to Google Scholar
Brown, S. (2006). Teaching listening. Cambridge University Press.Google Scholar logo with link to Google Scholar
Bui, G. (2014). Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan. (Ed.), Processing perspectives on task performance (pp. 63–94). John Benjamins.Google Scholar logo with link to Google Scholar
Chen, M. L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and Individual Differences, 19(2), 304–308. Google Scholar logo with link to Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.Google Scholar logo with link to Google Scholar
Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 111, 367–383. Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian. (Eds.). Researching L2 task performance and pedagogy: In honor of Peter Skehan. (pp. 53–66). John Benjamins. Google Scholar logo with link to Google Scholar
Elder, C. A., & Iwashita, N. (2005). Planning for test performance: Does it make a difference? In R. Ellis. (Ed.), Planning and task performance in a second language (pp. 219–238). John Benjamins. Google Scholar logo with link to Google Scholar
Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 91, 12–20. Google Scholar logo with link to Google Scholar
(2005). Planning and task-based performance: Theory and research. In R. Ellis. (Ed.) Planning and task performance in a second language (pp. 3–34). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
(2009). The differential effects of three types of task planning on the fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 301, 474–509. Google Scholar logo with link to Google Scholar
(2018). Reflections on task-based language teaching. Multilingual Matters.Google Scholar logo with link to Google Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press. Google Scholar logo with link to Google Scholar
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 181, 299–323. Google Scholar logo with link to Google Scholar
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 23(3), 354–375. Google Scholar logo with link to Google Scholar
Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson. (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 105–138). John Benjamins. Google Scholar logo with link to Google Scholar
Griffiths, C. (2003). Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS) use by speakers of other language (SOL) and proficiency with implications for the teaching/learning situation (Unpublished doctoral dissertation) University of Auckland.
Guiraud, P. (1959). Problèmes et méthodes de la statistique linguistique. Reidel.Google Scholar logo with link to Google Scholar
Kawauchi, C. (2005). The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis. (Ed.), Planning and task performance in a second language (pp. 143–164). John Benjamins. Google Scholar logo with link to Google Scholar
Levelt, W. J. M. (1989). Speaking: From intention to articulation. The MIT Press.Google Scholar logo with link to Google Scholar
Michel, M. (2011). Effects of task complexity and interaction in L2 performance. In P. Robinson. (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 141–174). John Benjamins. Google Scholar logo with link to Google Scholar
(2017). Complexity, Accuracy and Fluency (CAF). In S. Loewen & M. Sato. (Eds.), The Routledge handbook of instructed second language acquisition (pp. 50–68). Routledge. Google Scholar logo with link to Google Scholar
Michel, M., Kuiken, F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. IRAL – International Review of Applied Linguistics in Language Teaching, 45(3), 241–259. Google Scholar logo with link to Google Scholar
O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. Google Scholar logo with link to Google Scholar
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 109–148. Google Scholar logo with link to Google Scholar
(2005). What do learners plan? Learner-driven attention to form during pre- task planning. In R. Ellis. (Ed.). Planning and task performance in a second language (pp. 77–109). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Oxford, R. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291–300. Google Scholar logo with link to Google Scholar
(1990). Language learning strategies: What every teacher should know. Newbury House.Google Scholar logo with link to Google Scholar
(2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4), 271–278. Google Scholar logo with link to Google Scholar
Pang, F., & Skehan, P. (2014). Self-reported planning behavior and second language performance in narrative retelling. In P. Skehan. (Ed.), Processing perspectives on task performance (pp. 95–127). John Benjamins. Google Scholar logo with link to Google Scholar
Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning. In R. Ellis. (Ed.). Planning and task performance in a second language (pp. 111–141). John Benjamins. Google Scholar logo with link to Google Scholar
Skehan, P. (1996). Second-language acquisition research and task-based instruction in J. Willis & D. Willis. (Eds.), Challenge and change in language teaching (pp. 17–30). Heinemann.Google Scholar logo with link to Google Scholar
(1998). A cognitive approach to language learning. Oxford University Press.Google Scholar logo with link to Google Scholar
(2009). Models of speaking and the assessment of second language proficiency. In A. Benati. (Ed.), Issues in second language proficiency (pp. 202–215). Continuum.Google Scholar logo with link to Google Scholar
(2018). Second Language Task-Based Performance: Theory, Research, Assessment. Routledge. Google Scholar logo with link to Google Scholar
Skehan, P., & Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis. (Ed.). Planning and task performance in a second language (pp. 193–216). John Benjamins. Google Scholar logo with link to Google Scholar
Syafryadin, S. (2020). Students’ strategies in learning speaking: Experience of two Indonesian schools. Journal for Language and Foreign Language Learning, 9(1), 34–47.Google Scholar logo with link to Google Scholar
Tavakoli, P. (2016). Fluency in monologic and dialogic task performance: Challenges in defining and measuring L2 fluency. IRAL – International Review of Applied Linguistics in Language Teaching, 54(2): 133–150. Google Scholar logo with link to Google Scholar
Tavakoli, P. & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 58(2), 439–473. Google Scholar logo with link to Google Scholar
Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis. (Ed.). Planning and task performance in a second language (239–273). John Benjamins. Google Scholar logo with link to Google Scholar
Vermeer, A. (2000). Coming to grips with lexical richness in spontaneous speech data. Language Testing, 17(1), 65–83. Google Scholar logo with link to Google Scholar
Wang, Z. (2014). On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan. (Ed.), Processing perspectives on task performance (pp. 27–62). John Benjamins. Google Scholar logo with link to Google Scholar
Wendel, J. (1997). Planning and second language narrative production (Unpublished doctoral dissertation). Temple University, Japan.
Yu, G. (2010). Lexical diversity in writing and speaking task performance. Applied Linguistics, 31(2), 236–259. Google Scholar logo with link to Google Scholar
Yuan, F., & Ellis, R. (2003). The effects of pre-task and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Nguyen, Thuc Anh
2025. Addressing English-speaking anxiety in Vietnamese initial teacher education: beyond coping strategies. Asian-Pacific Journal of Second and Foreign Language Education 10:1 DOI logo
Gu, Qianqian & Kris Van den Branden
2024. The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use. Language Teaching Research DOI logo

This list is based on CrossRef data as of 5 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue