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The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency

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  • Massoud Rahimpour
  • Roghayyeh Jahan

Abstract

The impetus of the present study was to scrutinize the impact of planning and proficiency on 172 EFL learners’ written task performance regarding concept load, fluency, complexity and accuracy. Planning was operationalized at two levels- pretask planning (PTP) and on- line planning (OLP). Participants of this study were two groups, high and low proficiency learners who were randomly chosen. The first group was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in the second group began writing immediately and took time as long as they like. The participants’ performances were then analyzed utilizing paired samples t-test. The results of statistical analysis showed that low-proficiency learners appear to benefit more from planning time with respect to concept load, fluency, and complexity. On the other hand, high-proficiency learners were advantaged by planning time concerning concept load and accuracy.

Suggested Citation

  • Massoud Rahimpour & Roghayyeh Jahan, 2011. "The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency," English Language Teaching, Canadian Center of Science and Education, vol. 4(1), pages 120-120, March.
    • Handle: RePEc:ibn:eltjnl:v:4:y:2011:i:1:p:120
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    Cited by:

    1. Keivan Seyyedi & Shaik Abdul Malik Mohamed Ismail & Maryam Orang & Maryam Sharafi Nejad, 2013. "The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance," English Language Teaching, Canadian Center of Science and Education, vol. 6(12), pages 1-1, December.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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