Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 167–192
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 167–192
6. The effects of careful within-task planning on oral and written task performance
Cited by (48)
Cited by 48 other publications
García-Amaya, Lorenzo
2024. Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners. Second Language Research 40:2 ► pp. 399 ff. 
Hasnain, Shazia & Santoshi Halder
2024. The effect of Task-Based Language Teaching on the speaking fluency and accuracy of adult ESL learners: a study on trainee teachers in West Bengal. SN Social Sciences 4:10
Mostafaei Alaei, Mahnaz & Abbas Mansouri
2024. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality. International Review of Applied Linguistics in Language Teaching
Carando, Agustina, Sophia Minnillo, Paloma Fernández-Mira, Sam Davidson, Kenji Sagae & Claudia Sánchez-Gutiérrez
2023. Writing development in Spanish as a second and heritage language: a corpus study on complexity. Journal of Spanish Language Teaching 10:1 ► pp. 59 ff.
Kim, Minkyung & Scott A. Crossley
2023. Lexical and phraseological differences between second language written and spoken opinion responses. Frontiers in Psychology 14
Ryan, Jonathon, Pauline Foster, Anthea Fester, Yi Wang, Jenny Field, Celine Kearney & Jia Rong Yap
2023. First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996). Language Learning 73:4 ► pp. 1003 ff.
Sletova, Natalia
2023. L2 writing as a scaffold for L2 speaking accuracy. International Journal of Applied Linguistics 33:2 ► pp. 207 ff.
Vandeweerd, Nathan, Alex Housen & Magali Paquot
2023. Comparing the longitudinal development of phraseological complexity across oral and written tasks. Studies in Second Language Acquisition 45:4 ► pp. 787 ff.
Yoo, Hyunbin & Hyunwoo Kim
2023. A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production. International Review of Applied Linguistics in Language Teaching
Aubrey, Scott, Craig Lambert & Paul Leeming
2022. The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research 26:5 ► pp. 867 ff.
Paquot, Magali, Dana Gablasova, Vaclav Brezina & Hubert Naets
2022. Phraseological complexity in EFL learners’ spoken production across proficiency levels. In Complexity, Accuracy and Fluency in Learner Corpus Research [Studies in Corpus Linguistics, 104], ► pp. 115 ff.
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency:does manipulating time pressure affect fluency in L2 monologic oral narratives?. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 ff.
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency:does manipulating time pressure affect fluency in L2 monologic oral narratives?. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 ff.
Bui, Gavin & Rhett Yu
2021. Differentiating Task Repetition from Task Rehearsal. In Task-Based Language Teaching and Assessment, ► pp. 119 ff.
Lewandowski, Wojciech & Şeyda Özçalışkan
2021. THE SPECIFICITY OF EVENT EXPRESSION IN FIRST LANGUAGE INFLUENCES EXPRESSION OF OBJECT PLACEMENT EVENTS IN SECOND LANGUAGE. Studies in Second Language Acquisition 43:4 ► pp. 838 ff.
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020. Chapter 6. The effects of task repetition across modalities and proficiency levels. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 121 ff.
Behyar, Marjan & Mahmoud Nabilou
2019. The Combined Effects of Pre-task and Careful Online Planning on EFL Learners' Written Discourse. International Journal of Research in English Education 4:4 ► pp. 1 ff.
Brezina, Vaclav & Gabriele Pallotti
2019. Morphological complexity in written L2 texts. Second Language Research 35:1 ► pp. 99 ff.
Bui, Gavin
2019. Chapter 11. Task-readiness and L2 task performance across proficiency levels. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 253 ff.
Manchón, Rosa M. & Olena Vasylets
2019. Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence. In The Cambridge Handbook of Language Learning, ► pp. 341 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.
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1 ► pp. 53 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.
Rolin-Ianziti, Jeanne Claire & Carl Ord
2018. Variations on the IRE pattern in a French beginner task-based classroom. The Language Learning Journal 46:4 ► pp. 343 ff.
Rostamian, Morteza, Ali Mohammad Fazilatfar & Ali Akbar Jabbari
2018. The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research 22:4 ► pp. 418 ff.
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2 ► pp. 394 ff.
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2020. Chapter 8. Task modality, communicative adequacy and CAF measures. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 183 ff.
Biber, Douglas, Bethany Gray & Shelley Staples
2016. Predicting Patterns of Grammatical Complexity Across Language Exam Task Types and Proficiency Levels. Applied Linguistics 37:5 ► pp. 639 ff.
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4 ► pp. 381 ff.
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36 ► pp. 34 ff.
Skehan, Peter
2022. Chapter 11. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 211 ff.
Skehan, Peter
2023. Linking second language speaking task performance and language testing. Language Teaching ► pp. 1 ff.
Tavakoli, Parvaneh, Colin Campbell & Joan McCormack
2016. Development of Speech Fluency Over a Short Period of Time: Effects of Pedagogic Intervention. TESOL Quarterly 50:2 ► pp. 447 ff.
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
2016. The LANGSNAP longitudinal learner corpus. In Spanish Learner Corpus Research [Studies in Corpus Linguistics, 78], ► pp. 117 ff.
Sadri Mirdamadi, Farhad & Nivja H. De Jong
2015. The effect of syntactic complexity on fluency: Comparing actives and passives in L1 and L2 speech. Second Language Research 31:1 ► pp. 105 ff.
Byrnes, Heidi & Rosa M. Manchón
2014. Task-based language learning. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 1 ff.
Gavin, Bei Xiaoyue
2014. Chapter 3. Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 63 ff.
Muñoz-Luna, Rosa & Lidia Taillefer
2014. A mathematical model for academic genre awareness. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27:2 ► pp. 469 ff.
Saeedi, Masoud & Shirin Rahimi Kazerooni
2014. The influence of task repetition and task structure on EFL learners' oral narrative retellings. Innovation in Language Learning and Teaching 8:2 ► pp. 116 ff.
Tavakoli, Parvaneh
2014. Storyline complexity and syntactic complexity in writing and speaking tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 217 ff.
VYATKINA, NINA
2013. Specific Syntactic Complexity: Developmental Profiling of Individuals Based on an Annotated Learner Corpus. The Modern Language Journal 97:S1 ► pp. 11 ff.
Gan, Zhengdong
2012. Complexity Measures, Task Type, and Analytic Evaluations of Speaking Proficiency in a School-Based Assessment Context. Language Assessment Quarterly 9:2 ► pp. 133 ff.
Seifoori, Zohreh & Zahra Vahidi
2012. The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness 21:1-2 ► pp. 101 ff.
Mohammad Javad Ahmadian & Mansoor Tavakoli
2011. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15:1 ► pp. 35 ff.
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4 ► pp. 554 ff.
Foster, Pauline & Parvaneh Tavakoli
2009. Native Speakers and Task Performance: Comparing Effects on Complexity, Fluency, and Lexical Diversity. Language Learning 59:4 ► pp. 866 ff.
Wigglesworth, Gillian & Neomy Storch
2009. Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing 26:3 ► pp. 445 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.
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.