THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING

Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context

Neumann, H., & McDonough, K. (2014) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2014.05.002 · Cited by 38

The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model

Robinson, P. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.013 · Cited by 35

From Needs Analysis to Task Selection, Design, and Sequencing

Gilabert, R., & Malicka, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.014 · Cited by 30

L2 performance in text-chat and spoken discourse

Sauro, S. J. (2012) · System · doi:10.1016/j.system.2012.08.001 · Cited by 29

Teacher assessment of grammatical ability in second language academic writing: A case study

Neumann, H. (2014) · Journal of Second Language Writing · doi:10.1016/j.jslw.2014.04.002 · Cited by 37

Chapter 7. Structure and processing condition in video-based narrative retelling

Skehan, P., & Shum, S. (2014) · Task-based language teaching · doi:10.1075/tblt.5.07ske · Cited by 28

The effects of hybrid online planning and L2 proficiency on video-based speaking task performance

Wang, Z., Skehan, P., & Chen, G. (2019) · Instructed Second Language Acquisition · doi:10.1558/isla.37398 · Cited by 28

Linguistic complexity as the predictor of EFL independent and integrated writing quality

Zhang, Y., & Ouyang, J. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100727 · Cited by 28

Translanguaging and Task Based Language Teaching: Crossovers and Challenges

Seals, C. A., Newton, J., Ash, M., & Nguyen, B. T. T. (2020) · Educational linguistics · doi:10.1007/978-3-030-47031-9_13 · Cited by 30

An approach for detecting the commonality and specialty between scientific publications and patents

Xu, S., Li, L., An, X., Hao, L., & Yang, G. (2021) · Scientometrics · doi:10.1007/s11192-021-04085-9 · Cited by 27

Syntactic complexity in learner-generated research paper introductions: Rhetorical functions and level of move/step realization

Sarıcaoğlu, A., Bilki, Z., & Plakans, L. (2021) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2021.101037 · Cited by 26

Interruptions in chat

Smith, B., & Sauro, S. (2009) · Computer Assisted Language Learning · doi:10.1080/09588220902920219 · Cited by 26

The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies

Ellis, R. (2021) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2021-0009 · Cited by 26

Evaluating Writing Process Features in an Adult EFL Writing Assessment Context: A Keystroke Logging Study

Choi, I., & Deane, P. (2020) · Language Assessment Quarterly · doi:10.1080/15434303.2020.1804913 · Cited by 25

Research on Writing: Multiple Perspectives

Plane, S., Bazerman, C., Rondelli, F., Donahue, C., Applebee, A. N., Boré, C., Carlino, P., Larruy, M. M., Rogers, P., & Russell, D. (2017) · The WAC Clearinghouse; CREM eBooks · doi:10.37514/int-b.2017.0919 · Cited by 29

Fluency, Accuracy, and Complexity in Graded and Ungraded Writing

Armstrong, K. M. (2010) · Foreign Language Annals · doi:10.1111/j.1944-9720.2010.01109.x · Cited by 25

Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks

Abrams, Z. I., & Rott, S. (2016) · Language Teaching Research · doi:10.1177/1362168815627833 · Cited by 25

Task-Based Language Teaching as an Innovation

den Branden, K. V. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.035 · Cited by 24

Differences in Process and Process-Product Relations in L2 Writing

van Weijen, D., van den Bergh, H., Rijlaarsdam, G., et al. (2008) · ITL Review of Applied Linguistics · doi:10.2143/itl.156.0.2034433 · Cited by 24

The Impact of Task-planning and Gender on the Accuracy of Narrations Composed by Iranian EFL Learners

Haghverdi, H. R., Biria, R., & Khalaji, H. R. (2013) · Journal of Language Teaching and Research · doi:10.4304/jltr.4.1.74-83 · Cited by 24

Why Task? Task as a Unit of Analysis for Language Education

Sasayama, S. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.004 · Cited by 24

Planning to speak in L1 and L2.

Konopka, A., Meyer, A., & Forest, T. (2018) · Cognitive Psychology · doi:10.1016/j.cogpsych.2017.12.003 · Cited by 25

Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic

Qian, L., Yang, Y., & Zhao, Y. (2020) · Reading and Writing · doi:10.1007/s11145-020-10087-5 · Cited by 23

Using corpus analysis to extend experimental research: Genre effects in L2 writing

Lee, J. (2021) · System · doi:10.1016/j.system.2021.102563 · Cited by 24

Task and Performance-Based Assessment

Wigglesworth, G., & Frost, K. (2017) · Springer eBooks · doi:10.1007/978-3-319-02261-1_8 · Cited by 30

Improving language production using subtitled similar task videos

Arslanyilmaz, A., & Pedersen, S. (2010) · Language Teaching Research · doi:10.1177/1362168810375363 · Cited by 24

Exploring the Interplay of Planning Time, Reasoning Demands, and Language Learning Aptitude in Iranian EFL Learners’ Written Production

Sattarpour, S., & Farrokhi, F. (2017) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2017.14.4.10.736 · Cited by 23

The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study

Abrams, Z. I., & Byrd, D. R. (2016) · Language Teaching Research · doi:10.1177/1362168815627383 · Cited by 23

The Impact of Gender and Strategic Pre-task Planning Time on EFL Learners’ Oral Performance in Terms of Accuracy

Shafaei, A., Salimi, A., & Talebi, Z. (2013) · Journal of Language Teaching and Research · doi:10.4304/jltr.4.4.746-753 · Cited by 22

The Impact of Task Complexity along Single Task Dimension on Iranian EFL Learners' Writing Production

Shajeri, E., & Izadpanah, S. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0605.04 · Cited by 21

Scientific impact analysis: Unraveling the link between linguistic properties and citations

Porwal, P., & Devare, M. H. (2024) · Journal of Informetrics · doi:10.1016/j.joi.2024.101526 · Cited by 21

Creativity and Narrative Writing in L2 Classrooms: Comparing Individual and Paired Task Performance

Zabihi, R., Rezazadeh, M., & Dastjerdi, H. V. (2013) · Bellaterra Journal of Teaching & Learning Language & Literature · doi:10.5565/rev/jtl3.481 · Cited by 24

Effects of task repetition on EFL oral performance

Dawadi, S. (2019) · ITL Review of Applied Linguistics · doi:10.1075/itl.16025.daw · Cited by 20

A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use

Bygate, M., Samuda, V., & den Branden, K. V. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.003 · Cited by 27

Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design

Gilabert, R. (2023) · Education Sciences · doi:10.3390/educsci13101015 · Cited by 25

The Role of Task Type in Foreign Language Written Production: Focusing on Fluency, Complexity, and Accuracy

Rezazadeh, M., Tavakoli, M., & Rasekh, A. E. (2011) · International Education Studies · doi:10.5539/ies.v4n2p169 · Cited by 22

Feedback-Mediated Individual And Collaborative Planning: Effects On Structural Organization And Clarity Of Argumentative Essays

(2018) · i-manager’s Journal on English Language Teaching · doi:10.26634/jelt.8.2.14586 · Cited by 21

The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment

Hassanzadeh, M., Saffari, E., & Rezaei, S. (2021) · ReCALL · doi:10.1017/s095834402100001x · Cited by 21

The Effects of Strategic Planning and Topic Familiarity on Iranian Intermediate EFL Learners’ Written Performance in TBLT

Salimi, A., & Fatollahnejad, S. (2012) · Theory and Practice in Language Studies · doi:10.4304/tpls.2.11.2308-2315 · Cited by 20

Improving learners’ oral fluency through computer-mediated emotional intelligence activities

Abdolrezapour, P. (2016) · ReCALL · doi:10.1017/s0958344016000069 · Cited by 20

Young Adolescent EFL Students’ Writing Skill Development: Insights From Assessment Data

Wolf, M. K., Oh, S., Wang, Y., et al. (2018) · Language Assessment Quarterly · doi:10.1080/15434303.2018.1531868 · Cited by 19

Training planning in second language narrative writing

Khezrlou, S. (2019) · ELT Journal · doi:10.1093/elt/ccz050 · Cited by 21

Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing

Tabari, M. A., & Cho, M. (2022) · Language Teaching Research · doi:10.1177/13621688221090922 · Cited by 21

Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention

Matuchniak, T., Olson, C. B., & Scarcella, R. C. (2013) · Reading and Writing · doi:10.1007/s11145-013-9490-z · Cited by 18

PLANNING AND WORKING MEMORY EFFECTS ON L2 PERFORMANCE IN CHINESE EFL LEARNERS’ ARGUMENTATIVE WRITING

Yi, B., & Chuan-bi, N. (2015) · Indonesian Journal of Applied Linguistics · doi:10.17509/ijal.v5i1.830 · Cited by 19

Motivational dispositions predict qualitative differences in oral task performance

Papi, M., Eom, M., Zhang, Y., Zhou, Y., & Whiteside, Z. C. (2023) · Studies in Second Language Acquisition · doi:10.1017/s0272263123000220 · Cited by 11

Effects of cognitive task complexity and online planning on second language learners’ argumentative writing

Xu, T. S., & Zhang, L. J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1121994 · Cited by 19

Using Variationism and Learner Corpus Research to Investigate Grammatical Gender Marking in Additional Language Spanish

Gudmestad, A., Edmonds, A., & Metzger, T. A. (2019) · Language Learning · doi:10.1111/lang.12363 · Cited by 17

Task Condition Effects on Advanced‐Level Foreign Language Performance

Bui, G., Skehan, P., & Wang, Z. (2018) · Wiley eBooks · doi:10.1002/9781119261650.ch12 · Cited by 19

The effect of graph complexity and planning on graph writing performance and descriptive strategies

Golparvar, S. E., & Azizsahra, M. (2023) · Foreign Language Annals · doi:10.1111/flan.12676 · Cited by 16

Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012

Johnson, M. D., & Nicodemus, C. L. (2015) · Language Teaching · doi:10.1017/s0261444815000087 · Cited by 16

Task-based Instruction

Seyyedi, K., & Ismail, S. A. M. M. (2012) · International Journal of Linguistics · doi:10.5296/ijl.v4i3.2203 · Cited by 20

The Effects of Pre-task, On-line, and both Pre-task and On-line Planning on Fluency, Complexity, and Accuracy – The Case of Iranian EFL Learners’ Written Production

Piri, F., Barati, H., & Ketabi, S. (2012) · English Language Teaching · doi:10.5539/elt.v5n6p158 · Cited by 18

Does planning before writing help? Options for pre-task planning in the teaching of writing

Ellis, R. (2021) · ELT Journal · doi:10.1093/elt/ccab051 · Cited by 15

The Effect of Pre-speaking Strategies Instruction in Strategic Planning on Iranian EFL Students’ Awareness as well as Students’ Fluency and Lexical Resources in Speaking

Moradi, Z., & Talebi, S. H. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.03.537 · Cited by 20

The Effects of Planning on Writing Narrative Task Performance with Low and High EFL Proficiency

Rahimpour, M., & Nariman-Jahan, R. (2011) · English Language Teaching · doi:10.5539/elt.v4n1p120 · Cited by 16

The effects of oral discussion and text chat on L2 Chinese writing

Kessler, M., Polio, C. G., Xu, C., & Hao, X. (2020) · Foreign Language Annals · doi:10.1111/flan.12491 · Cited by 15

Lexical diversity in an L2 Spanish learner corpus

Fernández-Mira, P., Morgan, E., Davidson, S. R., Yamada, A., Carando, A., Sagae, K., & Sánchez‐Gutiérrez, C. (2021) · International Journal of Learner Corpus Research · doi:10.1075/ijlcr.20017.fer · Cited by 14

Comparing theory-based models of grammatical complexity in student writing

Biber, D., Larsson, T., Hancock, G. R., Reppen, R., Staples, S., & Gray, B. (2024) · International Journal of Learner Corpus Research · doi:10.1075/ijlcr.23036.bib · Cited by 16

In Search of Good Student Teachers in Writing Skill: The Impact of Different Task Variance on EFL Writing Proficiency

Makmur, M., Ismiyati, Y., Mukminin, A., et al. (2016) · International Journal of Academic Research in Education · doi:10.17985/ijare.45901 · Cited by 14

The effects of corrective feedback with and without revision on enhancing L2 pragmatic performance

Minh, N. T. T., Ha, D. T. T., Thúy, P. T. T., et al. (2019) · Applied Pragmatics · doi:10.1075/ap.00001.min · Cited by 14

Unfolding the Potential of Technology-Enhanced Task-Based Language Teaching for Improving EFL Students’ Descriptive Writing Skill

Robillos, R. J., & Bustos, I. G. (2023) · International Journal of Instruction · doi:10.29333/iji.2023.16351a · Cited by 29

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning

An, H., & Li, S. (2024) · System · doi:10.1016/j.system.2024.103480 · Cited by 19

Effects of participatory structure of pre-task planning on EFL learners’ linguistic performance and alignment in the continuation writing task

Xie, Y., & Zhu, D. (2023) · System · doi:10.1016/j.system.2023.103008 · Cited by 15

A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance

Gao, J., & Min, S. (2021) · System · doi:10.1016/j.system.2021.102654 · Cited by 12

Exploring the effects of planning conditions and peer familiarity on Chinese EFL learners’ argumentative writing

Liang, M., & Xie, Y. (2023) · System (Linköping) · doi:10.1016/j.system.2023.103057 · Cited by 10

The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective

Wang, K., Zhang, L. J., Wang, M., Wu, Y., & Cooper, M. R. (2024) · Learning and Motivation · doi:10.1016/j.lmot.2024.102035 · Cited by 13

Task-Based Language Assessment

Norris, J. M., & East, M. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.029 · Cited by 15

Task and Performance-Based Assessment

Wigglesworth, G., & Frost, K. (2016) · Springer eBooks · doi:10.1007/978-3-319-02326-7_8-1 · Cited by 13

Planning and production in computer-mediated communication (CMC) writing

Adams, R. J., Amani, S., Newton, J., & Alwi, N. A. N. M. (2014) · Task-based language teaching · doi:10.1075/tblt.7.06ada · Cited by 12

Task and Performance Based Assessment

Wigglesworth, G. (2008) · Springer eBooks · doi:10.1007/978-0-387-30424-3_171 · Cited by 14

Linguistic complexity in second language writing: Insight from studies on task planning

Johnson, M. D., & Tabari, M. A. (2024) · Language Teaching · doi:10.1017/s0261444824000284 · Cited by 16

Intercultural Communication and Language Pedagogy

Abrams, Z. I. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108780360 · Cited by 15

A Corpus-based Analysis of High School English Textbooks and English University Entrance Exams in Turkey

Gedik, T. A., & Kolsal, Y. S. (2022) · Theory and Practice of Second Language Acquisition · doi:10.31261/tapsla.9152 · Cited by 14

Educational Perspectives

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108643689.010 · Cited by 11

Development of clausal and phrasal complexity in L2 writing: A case of argumentative essays of Korean college students

Seo, N., & Oh, S.-Y. (2023) · English for Specific Purposes · doi:10.1016/j.esp.2023.09.003 · Cited by 9

The impact of computer-mediated task complexity on writing fluency: A comparative study of L1 and L2 writers’ fluency performance

Tabari, M. A., Latif, M. M. M. A., & Tian, Y. (2024) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2024.102863 · Cited by 10

Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing

Li, H. H., & Zhang, L. J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.868045 · Cited by 10

The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development

Hsu, H.-C. (2023) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0043 · Cited by 10

Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms

Xu, J., & Kou, J. (2017) · TESOL Quarterly · doi:10.1002/tesq.398 · Cited by 10

The Effect of Task-Based Language Teaching Instruction on the Iranian Intermediate EFL Learners’ Writing Performance

Derakhshan, A. (2018) · International Journal of Instruction · doi:10.12973/iji.2018.11433a · Cited by 15

The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language

Yang, C., Zhang, L. J., & Parr, J. M. (2019) · Reading and Writing · doi:10.1007/s11145-019-09970-7 · Cited by 10

Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

Bae, J., & Min, S. (2020) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2020.17.3.12.937 · Cited by 13

Investigating teachers’ perceptions of syntactic complexity in L2 academic writing

Kuiken, F., & Vedder, I. (2019) · Instructed Second Language Acquisition · doi:10.1558/isla.37977 · Cited by 10

The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy

Mohammadi, K., Jafarpour, A., Alipour, J., & Hashemian, M. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2022.2157783 · Cited by 11

Formal Genre-Specific Knowledge as a Resource-Dispersing Feature of Task Complexity

Johnson, M. D. (2023) · Languages · doi:10.3390/languages8010064 · Cited by 9

Does repeated pre-task planning have an impact on form-focused LREs?

Mayo, M. D. P. G., & Luquin, M. (2023) · Language Teaching for Young Learners · doi:10.1075/ltyl.00038.may · Cited by 10

Rethinking fluency in task-based L2 writing: A critical examination of product- and process-based measures

Tabari, M. A., & Johnson, M. D. (2025) · Research Methods in Applied Linguistics · doi:10.1016/j.rmal.2025.100225 · Cited by 9

The Adoption of Task-Based Language Teaching in Diverse Contexts

Newton, J. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.036 · Cited by 9

Technology-Mediated Task-Based Language Teaching

González‐Lloret, M., & Ziegler, N. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.019 · Cited by 18

Computer-Mediated Communication in the L2 Writing Process

Çiftçi, H., & Aslan, E. (2019) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.2019040102 · Cited by 9

Revising in a non-alphabetic language: The multi-dimensional and dynamic nature of online revisions in Chinese as a second language

Lu, X., & Révész, A. (2021) · System · doi:10.1016/j.system.2021.102544 · Cited by 9

The interplay of task complexity (± Here-and-Now) and proficiency in shaping written narratives in Spanish as a foreign language

Sánchez, L., & Kalamakis, S. Z. (2022) · System (Linköping) · doi:10.1016/j.system.2022.102949 · Cited by 9

Noun phrase complexity in integrated writing produced by advanced Chinese EFL learners

Xu, L. (2019) · Studies in Language Assessment · doi:10.58379/lawy6296 · Cited by 9

Collaborative writing in an EFL secondary setting: the role of task complexity

Zhang, M. (2022) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2022-0024 · Cited by 12

The effects of planning type, working memory, and anxiety on L2 writing performance

An, H., & Li, S. (2024) · Task-based language teaching · doi:10.1075/tblt.16.06anh · Cited by 8

Doing more with less: the impact of lexicon on dual-language learners’ writing

Woolpert, D. (2016) · Reading and Writing · doi:10.1007/s11145-016-9656-6 · Cited by 8

The Effects of Task Type, Strategic Planning and No Planning on Written Performance of Iranian Intermediate EFL Learners

Asgarikia, P. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.03.417 · Cited by 8

Effects of Collaborative Tasks on EFL Learners’ Written Production

Jelodar, Z. Y., & Farvardin, M. T. (2018) · International Journal of Instruction · doi:10.29333/iji.2019.12126a · Cited by 9

Korean EFL Learners’ Language Development across Proficiency Levels in Written Productions

황은경 (2012) · English Teaching · doi:10.15858/engtea.67.3.201209.27 · Cited by 8

Susquehanna Chorale Spring Concert "Roots and Wings"

Hawkins, D. (2017)

Approach of Fluency First and Teaching of English Reading

Yang-fe, Z. (2010) · Journal of Longyan University

Fluency and fluency disorders: Their definition, measurement, and modification

Hegde, M. N. (1978) · Journal of Fluency Disorders · doi:10.1016/0094-730x(78)90006-2 · Cited by 12

The enigma of fluency: A single case study

Goldsmith, T., & Anderson, D. (1984) · South African Journal of Communication Disorders · doi:10.4102/sajcd.v31i1.346 · Cited by 3

Oral Reading Fluency

Jeon, E. (2018) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt0463 · Cited by 5