Exploring the differential effects of pre-task planning conditions on intermediate EFL learners’ oral production

Abstract

Task planning plays a crucial role in task-based language teaching (TBLT) and second language (L2) acquisition. However, the effects of different classroom organizations during pre-task planning on task performance remain unclear. This study examines how various planning approaches impact intermediate English as a Foreign Language (EFL) learners' oral performance in terms of complexity, accuracy, and fluency. Sixty intermediate EFL students were randomly assigned to three experimental groups and one control group. The control group performed a decision-making task without planning, while the experimental groups engaged in pre-task planning under three conditions: individual planning, pair work, and guided planning (using content and language guidelines). Findings revealed that individual and pair work planning significantly improved fluency compared to guided planning. Individual planners achieved the highest complexity levels, followed by pair work and guided planners, while guided planning resulted in better accuracy than the other approaches. These results highlight the varying effects of classroom structures on different aspects of L2 performance. Tailoring pre-task planning methods to instructional goals can optimize specific language performance dimensions. The study emphasizes the need for flexible planning strategies to support diverse learner needs and pedagogical objectives in TBLT.

Keywords: Guided planning; individual planning; pair planning; task planning