THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING

By R. Ellis, Fangyuan Yuan. Studies in Second Language Acquisition, 2004

526 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/127a64016f2e405c0e4b6cb3e9d02ae70c6bc857

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In Developmental and Educational Psychology

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Citations in the corpus

The task is not enough: Processing approaches to task-based performance (2012, background): “He based these claims on two studies, by Ellis and Yuan (2004) and Yuan and Ellis (2003), with spoken and written performance respectively.”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “Ellis and Yuan (2004, 2005) demonstrated that the opportunity for pre-task planning was the crucial factor in allowing learners to include new and more complex forms in their production.”
Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics (2018, background): “This is because most of the studies in the field (e.g., Beers & Nagy, 2009; Ellis & Yuan, 2004; Hunt, 1965; Jiang, 2012; Stockwell & Harrington, 2003) have traditionally focused on clausal embedding and subordination measures based on the assumption that academic writing derives its complexity from…”
Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, background): “The early reliance on clausal subordination (and T-unitbased measures) is documented by Wolfe-Quintero et al. (1998), and subsequent studies have continued this practice (e.g., Ellis & Yuan, 2004; Larsen-Freeman, 2006; Li, 2000; Nelson & Van Meter, 2007; Norrby & Håkansson, 2007).”
Diagnostic Writing Assessment: The Development and Validation of a Rating Scale (2009, background): “…task difficulty (e.g. Iwashita, McNamara, & Elder, 2001; Skehan, 1996), and effectiveness of planning time (e.g. Crookes, 1989; Ellis, 1987; Ellis & Yuan, 2004; Mehnert, 1998; Ortega, 1999; Wigglesworth, 1997) as well as the effects of different teaching techniques (e.g. Ishikawa, 1995).”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, methodology): “Nevertheless, careful online planning is detrimental to fluency (Ellis & Yuan, 2004).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “However, the findings revealed that the flipped intervention enhanced the writing fluency of the EFL students, as measured by the number of words and T-units accompanied by T-unit length, suggesting that the flipped students were able to produce numerous words within the same allocated time.”
Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity (2017, unknown): “…reasoning demands (Kuiken & Vedder, 2008; Ruiz-Funes, 2014), number of task elements (Kuiken & Vedder, 2008; Ruiz-Funes, 2014), planning time (Ellis & Yuan, 2004; Kellogg, 1988, 1990; Ong & Zhang, 2010), revising conditions (Ong & Zhang, 2010), provision of writing support (Ong & Zhang,…”
Task-based Instruction (2012, background): “One line of research in this area has investigated the effects of strategic planning (Ellis and Yuan, 2004; Kawauchi, 2005; Yuan and Ellis, 2003), task repetition (Gass, Mackey, Alvarez-Torres, and Fernandez-Garcia, 1999), and post-task activities (Skehan and Foster, 1997) on language production.”