The Effect of Planning Types (Solitary, Teacher Led and Group Planning) on Iranian EFL Learner’s Written Grammatical Accuracy and Writing Motivation

Research has explored the impact of various planning types in language education; however, there is scarcity of comparative studies on planning types (solitary, teacher led and group planning) on Iranian EFL learner’s written grammatical accuracy and writing motivation. For this reason, 80 upper intermediate EFL learners were selected out of EFL learners of a private language institute in Tabriz. Iran, and were randomly assigned into solitary, teacher led, group planning and no-planning groups. Before running the treatment, two pretests were given to the four groups to make sure of the homogeneity of them regarding their prior writing grammatical accuracy and writing motivation. The learners’ written productions during 8 sessions (8 written productions) were analyzed collectively. In addition, at the end of the term, to measure the effect of planning types on the learners’ writing motivation, they were given a posttest which was the same as the pretest. The gathered data were analyzed using ANCOVA test. The results of the study showed that there was significant difference between the four groups performance in terms of their writing grammatical accuracy and writing motivation; that is, the teacher led group performed better than the other groups in writing accurately, and the group planning learners’ writing motivation improved better than the other groups. The implications of the results are further discussed

کلیدواژه ها:

Solitary planning ، Teacher led planning ، Group planning ، Written accuracy ، motivation