3. What do learners plan?: Learner-driven attention to form during pre-task planning

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The task is not enough: Processing approaches to task-based performance (2012, result): “The lack of significance for accuracy, in contrast, is consistent with other assessments in the literature (Ortega, 2005).”
Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization (2008, background): “This is suggestive of a potential ceiling for unguided planning for learners who are still functioning at low levels of proficiency (a possibility also noted by Ortega, 2005; and Wigglesworth, 1997).”
Task complexity and measures of linguistic performance in L2 writing (2007, background): “…qualities of optimal language processing and language learning at some basic level, and an open discussion of our ‘form’ and ‘meaning’ metaphors may be a fruitful step towards coordinating and strengthening research programs for planning and taskbased language learning . . . (Ortega 2005: 107).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “However, several recent studies suggest that the act of writing naturally entails both a greater need and a better opportunity for focus on form than does speaking (Ortega, 2005, 2010; Schoonen, Snellings, Stevenson, & van Gelderen, 2009).”