John Benjamins Publishing Company
Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners
Abstract
This study investigates the effects of strategic planning on the accuracy of EFL learners’ performance on oral and written narrative tasks. The study addresses the complex relationship between the planning process and accuracy in task performance. Data collected from 60 learners in a Turkish EFL educational setting showed that strategic planning did not significantly affect accuracy on the oral task, and that it had an adverse effect on the written task. Modality (oral or written) made a significant difference under unplanned conditions. On the other hand, a post-task questionnaire revealed that we need to examine what learners attend to during the strategic planning phase to understand how they actually use the planning time and whether they change their focus of attention during the task performance phase. Through its focus on these aspects of task-based language teaching (TBLT) and learning, including planning time, accuracy, and oral and written modalities, this study brings to the fore these important aspects of how TBLT works in EFL settings.
Abstract
This study investigates the effects of strategic planning on the accuracy of EFL learners’ performance on oral and written narrative tasks. The study addresses the complex relationship between the planning process and accuracy in task performance. Data collected from 60 learners in a Turkish EFL educational setting showed that strategic planning did not significantly affect accuracy on the oral task, and that it had an adverse effect on the written task. Modality (oral or written) made a significant difference under unplanned conditions. On the other hand, a post-task questionnaire revealed that we need to examine what learners attend to during the strategic planning phase to understand how they actually use the planning time and whether they change their focus of attention during the task performance phase. Through its focus on these aspects of task-based language teaching (TBLT) and learning, including planning time, accuracy, and oral and written modalities, this study brings to the fore these important aspects of how TBLT works in EFL settings.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
