Abstract

Task-based planning can be conceptualized as the opportunity to work out task performance before the actual performance. It allows learners to process the content and language of their planned production at a deeper and more meaningful level. In the face of the wide range of research conducted on the effects of pre-task planning on L2 production, relatively little attention has been paid to the impacts of pressured within-task planning. The present study was, therefore, primarily aimed at investigating the effects of guided pressured within-task planning and unguided pressured within-task planning on the fluency of EFL learners’ written production. The participants of the study were 30 upper-intermediate EFL learners whose age ranged between 18 and 22. In both guided and unguided conditions, the participants were provided with two sample process-writings, the only difference was that in the guided condition, the participants were provided with the samples including underlined sequence markers, bolded passive verbs, and underlined simple present verbs plus a list of sequence markers to serve as guide during writing. The results obtained from independent-samples t-test revealed the fact that guided pressured planning condition resulted in greater fluency than unguided pressured planning condition. The findings of the study may have pedagogical implications for teachers to design sequences of instructional activities providing opportunities for the learners to benefit from different types of planning in task performance.

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