The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing

Morteza Rostamian · Ali Mohammad Fazilatfar · Ali Akbar Jabbari

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EFL/ESL Teaching and Learning Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

This article reports on a study in which stimulated recall data and quantitative measures of complexity, accuracy and fluency (CAF) were used to address three interconnected questions in different planning conditions: (1) how learners share their limited attentional capacity with different cognitive processes of ‘planner/proposer’, ‘translator’ and ‘evaluator/reviser’, (2) what kinds of self-repairs are more prone to be utilized by L2 writers, and (3), which condition can provide a better work plan for producing high quality narratives in terms of CAF triad. Sixty intermediate L2 writers narrated a picture story task in four types of planning conditions. The results show that while on-line planning induced the most cognitive processes of planning, translating and evaluating, pre-task planning reduced the number of processes at the time of writing. Moreover, the results reveal that pre-task planning significantly reduced the amount of self-repair when compared to on-line planning, which activated more error repairs, rephrasing repairs and different information repairs. The CAF measures disclose that enhancement of all measures at the same time could not be attained even with the provision of both pre- and on-line planning simultaneously and therefore lend support to the Overload Hypothesis and the Limited Attentional Capacity Model. The implications of these outcomes are discussed, and suggestions for further research are advanced.

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References

1999A Cognitive Approach to Language Learning 2001Task complexity, task difficulty, and task production: exploring interactions in a componential framework 2010Automatic analysis of syntactic complexity in second language writing 2001Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity 2003The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production 1989Writing Expertise and Second‐Language Proficiency*2012The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral Narratives 2009The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production

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2022Investigating the interactions between L2 writing processes and products under different task planning time conditions 2021Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output 2019Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development 2019Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes

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