Impact of Task planning on Young Iranian EFL learners’ Fluency, Accuracy, and Complexity in Writing

This study attempted to explore the effects of task planning on young Iranian EFL learners’ writing proficiency. More specifically, the study was intended to examine such effects on the three dimensions oflanguage proficiency, namely complexity, accuracy, and fluency (CAF). In this study, 30 young Iranian EFLlearners with the intermediate level of proficiency were selected from a private language institute in Isfahan, Iran. All the participants were randomly assigned into the control and experimental groups. The Oxford placement test was run in order to make sure that the two groups were homogeneous. Afterward, a series ofwriting tasks were developed to examine participants’ performance in writing. In the experimental group, theparticipants were supposed to do task planning based on the instruction they received from the instructor, while in the control group, participants, although instructed about the planning, were not required to do so. The results of the study indicated that task planning had positive effect on almost all the dimensions of languageproficiency. This implies that EFL teachers can be very hopeful to successfully apply task planning in theirclasses because learners are willing to adapt themselves to this new area of language teaching. Eventually, it is believed that the results of such research will encourage EFL teachers and learners to use task planning and have more positive attitude towards it

کلیدواژه ها:

Task-based instructions ، Task planning ، Complexity ، Accuracy ، Fluency