The Effect of Different Online Planning Conditions on EFL Learners' Writing test Performance in Terms of Complexity, Accuracy and Fluency: The Concept Mapping Strategy in Focus (2024)

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The aim of the current study was to compare the influence of on-line planning and pre-task planning on the performance of EFL university students enjoying different levels of proficiency regarding accuracy, fluency and complexity. To this end a group of 134 EFL learners with different proficiency levels were asked to write narrative tasks under two planning conditions (Pre-task planning and on-line planning). The results of the investigation showed that neither on-line nor pre-task planning affected the accuracy of writing. It was also revealed that on-line planning led to more fluent written language than what pre-task planning did, and that pre-task planning, compared to on-line planning, caused the students to produce more complex written language. Another finding of the research was that students with higher proficiency levels outperformed their low-proficiency counterparts considering accuracy, fluency and complexity during both on-line and pre-task planning. In other words, no interaction was found between planning conditions and proficiency levels.

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Planning time in Relation to Complexity of the Writing Task Performance of EFL learners in Non-English Country: Case Study at English Department Khairun University, Indonesia

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Writing is a place to express feelings and thoughts in relatively permanent form. However, it becomes problematic because it requires certain linguistic features such as fluency, accuracy, and complexity, (the latter being the dependent variable for the study). One way to overcome these problems is through planning. Thus, this research is focused to find out the effect of planning on complexity in the writing performance especially in EFL learners. There are 20 final-year of undergraduate students of Unkhair involved and are selected through individual IELTS prediction writing-test. This study applies Independent t-test for the first variable of complexity: richness and diversity, and the second variable: size and elaborateness uses Wilcoxon-Mann-Whitney U test. The study uses two different groups as independent variables: 1) Planning group will be coded P1, P2, P3, … and so on, while 2) without planning group will be coded WP1, WP2, WP3, … and so on. The result of the study present...

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The Effect Pre-Task and Online Planning on Learning English Writing

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This research aims to investigate the difference on students' writing achievement between those who were taught using pre-task planning and online planning.This research was conducted quantitative. It involved experimental and control classes of the eleventh graders of SMK Kosgoro Sribhawono East Lampung. The data were collected through a writing test. The validity of the writing test focused more on the construct validity in which the researcher developed and based the writing. For the reliability, the researcher used interrater reliability which was calculated using SPSS by seeing the cooficient of Kappa value which determined the reliability of pretest and posttest. The result showed that there is a significant difference on the student's English writing. It also revealed that pre-task planning increases the students' English writing in content aspect. Therefore, the teacher should optimize the use of pre-task planning before beginning the actual task so that the stud...

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The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners

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The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF). One-hundred-eight male and female participants were randomly assigned to three time-conditions, each with 36 members. Each time-condition group was itself divided into three smaller groups of 12, each with a particular task condition. The results of the comparison of the groups who were engaged in the argumentative writing task revealed that planning time significantly influenced the complexity of the essays, and the writers in the 20-minute planning time group produced more complex texts compared with those in the zero-minute planning time group. However, no significant effect of task conditions, as well as no interaction between planning time an...

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The effects of planning condition, task structure, and gender on EFL learners' written performance

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This study focuses on the effect of different variables on the nature of language performance in the context of task-based instruction. The effects of three different tasks with various inherent structures (the personal, the narrative, and the decision-making tasks), two planning conditions (pre-planning and noplanning), and gender on the variables of fluency, accuracy, complexity, and lexical density were investigated. The findings of the study revealed strong effects of planning on all aspects of learners' performances. Also, significant differences were found among the three tasks with the personal and the narrative tasks resulting in better performance than the decision task. No significant differences were found between males and females groups. In addition, interactions were found between task type and planning condition. The findings justifies the integration of planning time and the use of different tasks in writing courses as they clearly promote some aspects of perform...

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The Effect of Different Online Planning Conditions on EFL Learners' Writing test Performance in Terms of Complexity, Accuracy and Fluency: The Concept Mapping Strategy in Focus (2024)
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