The impact of task structure and planning conditions on oral performance of EFL learners

Abstract The present study aims at investigating the impact of planning conditions on the oral performance of the EFL learners while performing structured vs. unstructured tasks. Sixty four intermediate learners of English were randomly selected and divided into two groups of with pre-task planning time and without pre-task planning time. Cartoon scripts were employed for data collection. Results indicated that planning time had no effect on the accuracy and fluency of the learners’ performances, but led to more complex performances when participants performed the unstructured task. Meanwhile, task structure did not affect the accuracy and complexity while promoting the fluency under the planned condition.

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