The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production

By R. Ellis. 2009

535 citations recorded by the source corpus.

The main purpose of this article is to review studies that have investigated the effects of three types of planning (rehearsal, pre-task planning, and within-task planning) on the fluency, complexity, and accuracy of L2 performance. All three types of planning have been shown to have a beneficial effect on fluency but the results for complexity and accuracy are more mixed, reflecting both the type of planning and also the mediating role of various factors, including task design and implementation variables and individual difference factors. A secondary purpose is to outline a theory that can account for the role that planning plays in L2 performance. The article concludes with a list of limitations in the research to date.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/769a8b1ba06cb157fdfa98ddc45253bba30c1781

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Citations in the corpus

Task-based language teaching and learning (2016, unknown): “…the impacts of task difficulty (or structure), task complexity, and task-based implementation conditions (planning time, etc.) on L2 performance but virtually all these studies have used complexity, accuracy, lexis and fluency as dependent variables (see Ellis 2009 for an excellent review).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “For example, whereas a sufficient amount of time for task completion (online planning) enables L2 learners to use more appropriate lexical items, ample preparation time (offline planning) leads to more fluent L2 speech at the sacrifice of accuracy and complexity (Ellis 2009 for review).”
The task is not enough: Processing approaches to task-based performance (2012, background): “time given for planning before the task itself is started, is associated with consistent significant effects for language complexity and fluency, and slightly less consistently with accuracy (Ellis, 2009).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “Ellis (2009) suggests that this opportunity for strategic planning can promote IL restructuring.”
Learner-generated content and engagement in second language task performance (2017, methodology): “In addition to receiving pre-task planning, they were also given planning time in the form of task rehearsal (Ellis, 2009) in order to familiarize themselves with the actual performance demands of the task before the data for the study were collected.”
Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use (2017, background): “There are different forms of repetition, such as repeating the same procedure with different content (procedural repetition) and repeating the same task with same content (Ellis, 2009).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “It is the advanced level of language (Ellis, 2009; Skehan, 2009) which could be characterised by the use of conjunctions and presence of subordination (Iwashita, Brown, McNamara, & O’Hagan, 2008).”
Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “For instance, early studies of task complexity testing the cognition hypothesis or trade-off hypothesis (see Jackson & Suethanapornkul, 2013) and task planning time studies (Ellis, 2005, 2009) often focused their analyses on CAF.”
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification (2013, background): “In addition, a trade-off effect (Skehan, 1996; Ellis, 2009) may be involved due to learners’ limited processing capacity, so that a gain in complexity negatively impacts accuracy and vice versa.”
A multifaceted approach to investigating pre-task planning effects on paired oral test performance (2014, background): “…a general consensus by these researchers is that relatively long planning times (e.g., 10 minutes) in classroom and laboratory settings provide clear benefits to task performance in terms of fluency, but to a lesser extent to complexity and accuracy (see Ellis, 2009, for a comprehensive review).”