| تعداد نشریات | 24 |
| تعداد شمارهها | 859 |
| تعداد مقالات | 7,651 |
| تعداد مشاهده مقاله | 13,589,416 |
| تعداد دریافت فایل اصل مقاله | 11,691,975 |
The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 2، مرداد 2022، صفحه 75-111 اصل مقاله (860.44 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2021.41004.3017 | ||
| نویسنده | ||
| Hoda Divsar* | ||
| Department of TEFL and English Literature, Payame Noor University (PNU), Tehran, Iran | ||
| چکیده | ||
| This study examined the effect of rehearsal, strategic, and online planning on the intermediate undergraduate EFL learners’ writing complexity, accuracy, fluency (CAF), lexical variety, and the cognitive psychological performance of attentional allocation to linguistic aspects during planning. To this end, 80 intermediate university students were randomly divided into three experimental groups and one control group. The participants’ performance was compared based on measures of Wigglesworth and Storch’s (2009) fluency, Storch and Wigglesworth’s (2007) accuracy, Foster and Skehan’s (1999) complexity, McKee, Malvern, and Richards’ (2000) vocd-D model of lexical diversity. The study focused on rehearsal, strategic, and online planning in argumentative writing tasks. Retrospective interviews were conducted right after task performance to examine the participants' attentional allocation under three planning-time conditions. It was revealed that rehearsal task planning resulted in higher CAF and lexical variety in comparison to the other groups. Noticeable variation was also evidenced in the participants’ attentional allocation in terms of CAF across different time planning conditions. It was also shown that the learners paid more attention to the conceptualization of ideas during pre-task planning through sentences or clauses while performing a task. Little attention was paid to formulizing complex or accurate utterances. The findings have numerous pedagogical implications for EFL teachers, university instructors, and EFL students. | ||
| کلیدواژهها | ||
| Accuracy؛ Attentional Allocation؛ Complexity؛ Fluency؛ Lexical variety؛ Online planning؛ Rehearsal planning؛ Strategic planning؛ Writing skill | ||
| مراجع | ||
|
Abdi Tabari, M. (2017). Investigating the effects of planning time on the complexity of L2 argumentative writing. The Electronic Journal for English as a Second Language, 21(1), 1–24.
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.
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(2), 35–59.
Baleghizadeh, S., & Nasrollahi Shahri, M. S. (2013). The effect of online planning, strategic planning and rehearsal across two proficiency levels, The Language Learning Journal, 45 (2), 171–184.
Cohen, J., Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers. London: Sage.
Ellis, R. (1987). Interlanguage variability in narrative discourse: Styles shifting in the use of past tense. Studies in Second Language Acquisition, 9(2), 1–20.
Ellis, R. (2005). Planning and task performance in a second language. Philadelphia: John Benjamins.
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.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59–84.
Fazilatfar A. M., Kasiri, F., & Nowbakht, M. (2020). The comparative effects of planning time and task conditions on the complexity, accuracy, and fluency of L2 writing by EFL learners. Iranian Journal of Language Teaching Research 8(1), 93–110.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18(4), 299–323.
Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based. Language Teaching Research, 3(3), 215–247.
Gass, S., A. Mackey, M. J. Alvarez-Torres, & M. Fernandez-Garcia. (1999). The effects of task repetition on linguistic output. Language Learning 49(4), 549–81.
George, D., & Mallery, P. (2010) SPSS for Windows step by step: A simple guide and reference 17.0 update. Pearson: Boston.
Haghverdi, H., Biria, R., & Khalaji, H. (2013). The impact of task-planning and gender on the accuracy of narrations composed by Iranian EFL learners. Journal of Language Teaching and Research, 4(1), 74–83.
Jacobs, H. L., Zinkgraf, S.A., Wormouth, D.R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
Johnson, M. D. (2014). Does planning really help? Effectiveness of planning in L2 writing. Journal of Second Language Teaching and Research, 3(1), 107–118.
Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264–282.
Kargozari, H. R., Soleimani, H., Jafarigohar, M., & Hemmati, F. (2016). Comparing the effects of two types of planning on Iranian EFL learners' writing performance in terms of fluency, accuracy, and complexity. Journal of Language & Translation Studies, 48(4), 29–33.
Kellogg, R. T. (1990). Effectiveness of prewriting strategies as a function of task demands. American Journal of Psychology, 103, 327–342.
Khomeijani Farahani, A., & Faryabi, F. (2016). The effects of pre-task planning on Iranian EFL undergraduates’ argumentative writing task performance. Journal of Recent Research in English Language Studies, 3(2), 97–116.
Khomeijani Farahani, A., & Meraji, S. (2011). The effect of length of pre-task planning time on discourse-analytic measures and analytic ratings in L2 written narratives. Journal of English Studies, 1(2), 21–37.
McCarthy, P. M. & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381–392.
Malvern, D. D., & Richards, B. J. (2000). Validation of a new measure of lexical diversity. In Beers, M, v. d. Bogaerde, B., Bol, G., de Jong, J., & Rooijmans, C. (Eds.), From sound to sentence: Studies on first language acquisition. Groningen: University of Groningen, Centre for Language and Cognition.
Marzban, A., & Norouzi, M. (2010). The effect of strategic planning focus and time on writing fluency and accuracy. Journal of English Language Pedagogy and Practice, 4(8), 122–145.
McKee, G., Malvern, D., & Richards, B. (2000). Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing, 15(3), 323–337.
Mohazabieh, S., Sahragard, R., Rassaei, E., & Zamanian, M. (2020). The potential combined effects of task complexity and planning types on Iranian EFL learners’ oral production performance. Applied Research on English Language, 9(4), 503–538.
Nation, I.S.P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston, MA: Heinle.
Norris, J. M. & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555–578.
Ong, J. (2014). How do planning time and task conditions affect metacognitive processes of L2 writers? Journal of Second Language Writing, 23, 17–30.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19, 218–233.
Piri, F., Barati, H., & Ketabi, S. (2012). The effects of pre-task, online, and both pre-task and online planning on fluency, complexity, and accuracy – The case of Iranian EFL learners’ written production. English Language Teaching, 5(6), 158–167.
Rahmanian, M. (2004). The relationship between pre-task and online planning and fluency, accuracy and complexity of Iranian EFL student’s production in written narrative and descriptive tasks. Unpublished master's thesis, Tarbiat Modares University, Tehran, Iran.
Rahimpour, M., & Safarie, M. (2011). The effects of online and pre-task planning on descriptive writing of Iranian EFL learners. International Journal of English Linguistics, 1(2), 274–280.
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 1–21.
Ryu, J. (2017). Effects of task complexity and planning on L2 spoken performance and attentional allocation to meaning and form of Korean high school students (Doctoral thesis, Graduate School of Seoul National University, Seoul, South Korea). Retrieved from https://hdl.handle.net/10371/127538
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532.
Skehan, P. (2014). Limited attentional capacity, Second language performance, and task-based pedagogy. In P. Skehan (Ed.), Processing perspectives on task performance (Task-based language teaching) (pp. 211–260). Philadelphia/Amsterdam: John Benjamins.
Soleimani, H., & Kargozari, H. R. (2014). Uncovering new trends of investigation in writing task planning. International Journal of Asian Social Science, 4(9), 991–1002.
Storch, N. & Wigglesworth, G. (2007). Writing tasks: Comparing individual and collaborative writing. In M. P. G. Mayo (Ed.), Investigating tasks in formal language learning (pp. 157–177). London, UK: Multilingual Matters.
Storch, N., & Wigglesworth, G. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466.
Tavakoli, M., & Rezazadeh, M. (2014). Individual and collaborative planning conditions: Effects on fluency, complexity, and accuracy in L2 argumentative writing. The Journal of Teaching Language Skills, 5(4), 85–110.
Yalaoui, F. Z., & Rabahi, K. (2017). The effect of rehearsal planning on the accuracy of narratives composed by secondary school students: The case of third year-foreign languages stream at NEDJAR HOCINE Secondary School (Master’s thesis, University of Tlemcen, Sidi Amar, Algeria). Retrieved from dspace.univtlemcen.dz/handle/112/11317
Yuan, F. (2001). The effects of planning on language production in task-based language teaching. (Doctoral thesis, Temple University, Philadelphia, PA). | ||
|
آمار تعداد مشاهده مقاله: 486 تعداد دریافت فایل اصل مقاله: 494 |
||