Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 111–141
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 111–141
4. The effects of focussing on meaning and form in strategic planning
Cited by (40)
Cited by 40 other publications
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 
Ma, Sai & Guangsa Jin
2022. The relationship between different types of co-speech gestures and L2 speech performance. Frontiers in Psychology 13
Brown Nielson, Katharine & Robert M. DeKeyser
2021. Working memory and planning time as predictors of fluency and accuracy. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 117 ff.
Gu, Qianqian
2021. Impact of task preparedness on L2 oral performance and strategy use. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 196 ff.
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 266 ff.
Anderson, Jason
2020. A Response to Ellis: The Dangers of a Narrowly Focused SLA Canon. ELT Journal 74:2 ► pp. 195 ff.
Malicka, Aleksandra
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 ff.
Asgari, Majid & Sakineh Jafari
2019. The effect of task modality and discourse mode on EFL learners’ narrative task performance. Dutch Journal of Applied Linguistics 8:2 ► pp. 270 ff.
Brown Nielson, Katharine & Robert DeKeyser
2019. Working memory and planning time as predictors of fluency and accuracy. Journal of Second Language Studies 2:2 ► pp. 281 ff.
O’Grady, Stefan
2019. The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing 36:4 ► pp. 505 ff.
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1 ► pp. 76 ff.
Shea, Christine & Karen Leonard
2019. Evaluating Measures of Pausing for Second Language Fluency Research. The Canadian Modern Language Review 75:3 ► pp. 216 ff.
Souza Ferraz D'Ely, Raquel Carolina, Mailce Borges Mota & Martin Bygate
2019. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 199 ff.
Van de Guchte, Marrit, Gert Rijlaarsdam, Martine Braaksma & Peter Bimmel
2019. Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research 23:3 ► pp. 310 ff.
Hu, Xingchao
2018. Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 143 ff.
Law, Melanie Ann & Haidee Kruger
2018. Chapter 11. How editors read. In Innovation and Expansion in Translation Process Research [American Translators Association Scholarly Monograph Series, XVIII], ► pp. 241 ff.
Li, Shaofeng & Mengxia Fu
2018. Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research 22:2 ► pp. 230 ff.
Wijers, Martje
2018. The Role of Variation in L2 Syntactic Complexity: A Case Study on Subordinate Clauses in Swedish as a Foreign Language. Nordic Journal of Linguistics 41:1 ► pp. 75 ff.
Xu, Jinfen & Jinnan Kou
2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms. TESOL Quarterly 52:1 ► pp. 198 ff.
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6 ► pp. 554 ff.
Kasiri, Forough & Ali Mohammad Fazilatfar
2016. The Impact of Task Complexity on Cognitive Processes of L2 Writers and Writing Quality: The Case of Writing Expertise, L1, and Lexical Retrieval. Procedia - Social and Behavioral Sciences 232 ► pp. 561 ff.
Thai, Chau & Frank Boers
2016. Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy. TESOL Quarterly 50:2 ► pp. 369 ff.
Adams, Rebecca & Nik Aloesnita Nik Mohd Alwi
2014. Chapter 3. Prior knowledge and second language task production in text chat. In Technology-mediated TBLT [Task-Based Language Teaching, 6], ► pp. 51 ff.
Khorasani, Reza, Seyyed Hossein Kashef & Mohammad Reza Ahmadi
2014. Is Complexity Reachable through Planning Conditions in Written Task Performance?. Procedia - Social and Behavioral Sciences 98 ► pp. 990 ff.
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3 ► pp. 272 ff.
Wang, Zhan
2014. Chapter 2. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 27 ff.
Kim, YouJin
2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1 ► pp. 8 ff.
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
Markee, Numa & Silvia Kunitz
2013. Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification. Language Learning 63:4 ► pp. 629 ff.
김영주, 이선진, 이선희 & Nam Juyeon
2013. A Study on the Correlation Between Proficiency and Productive Ability of Learners of Korean. The Korean Language and Literature null:164 ► pp. 209 ff.
Ahmadian, Mohammad Javad
2012. The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research 16:1 ► pp. 129 ff.
Mohammadzadeh MohammadAbadi, AliReza, Azizollah Dabaghi & Mansoor Tavakoli
2012. The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance. International Journal of Research Studies in Language Learning 2:3
Meraji, Seyed Reza
2011. Planning Time, Strategy Use, and Written Task Production in a Pedagogic vs. a Testing Context. Journal of Language Teaching and Research 2:2
Park, Sujung
2010. The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction. Language Teaching Research 14:1 ► pp. 9 ff.
Romanova, Natalia
2010. Planning, Recasts, and Learning of L2 Morphology. The Canadian Modern Language Review 66:6 ► pp. 843 ff.
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4 ► pp. 554 ff.
Wigglesworth, Gillian & Cathie Elder
2010. An Investigation of the Effectiveness and Validity of Planning Time in Speaking Test Tasks. Language Assessment Quarterly 7:1 ► pp. 1 ff.
Mochizuki, Naoko & Lourdes Ortega
2008. Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research 12:1 ► pp. 11 ff.
Manchón, Rosa M. & Julio Roca de Larios
2007. On the Temporal Nature of Planning in L1 and L2 Composing. Language Learning 57:4 ► pp. 549 ff.
Tuan, Truong Anh & Storch Neomy
2007. Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal 38:1 ► pp. 104 ff.
This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.