The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
The influence of source of planning and focus of planning on task-based performance
Abstract
Recent research (Crookes, 1989: Foster and Skehan, 1996) has focused on the role of planning when tasks are used within language instruction. These studies have indicated that pre-task planning can have beneficial effects upon the nature of task performance, consistently leading to greater fluency and complexity and, less dependably, greater accuracy. The present study examines different sources of planning (teacher-led, solitary, group-based) as well as different foci for planning (towards language or towards content). Using a decision-making task (a ‘balloon debate’), data was collected using a 2×2 research design contrasting source of planning (teacher-led, group) and focus of planning (language vs content). In addition, to ensure comparability with previous research, solitary planning and control groups were also used. Results indicate a number of statistically significant effects. The teacher-fronted condition generated significant accuracy effects, while the solitary planning condition had greater influence on complexity, fluency and turn length. Group-based planning did not lead to performance significantly different from the control group. Finally, there was little effect on performance as a result of the language vs content planning condition. The results are discussed in relation to how teachers may more effectively make pedagogic decisions on task implementation conditions linked to selective pedagogic goals.
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Self-citationA Framework for Task-Based Learning
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“But, interestingly, Foster and Skehan (1996) report conflicting results for accuracy to those of Crookes.”
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Foster, P. (2000) · Applied Linguistics · doi:10.1093/applin/21.3.354 · Cited by 976
Self-citationThree Approaches to Task-Based Syllabus Design
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“…is now out of favour, partly because it was not notably associated with impressive levels of success, and partly because it has been questioned theoretically, based as it was on theories of learning (behaviourism, associationism) now largely outmoded (Anderson, 1995; Long and Crookes, 1991).”
BackgroundTask type and task processing conditions as influences on foreign language performance
Skehan, P., & Foster, P. (1997) · Language Teaching Research · doi:10.1177/136216889700100302 · Cited by 723
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Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis
Skehan, P. (2009) · Applied Linguistics · doi:10.1093/applin/amp047 · Cited by 1,161
Self-citationCollaborative writing: Product, process, and students’ reflections
Storch, N. (2005) · Journal of Second Language Writing · doi:10.1016/j.jslw.2005.05.002 · Cited by 1,052
Language Testing and Validation
Weir, C. J. (2005) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230514577 · Cited by 652
Task-Based Language Teaching: Theory and Practice
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · doi:10.1017/9781108643689 · Cited by 407
Self-citationTask‐Based Language Learning: A Review of Issues
Robinson, P. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00641.x · Cited by 351
Metadata
- Authors
- Foster, P., & Skehan, P.
- Affiliations
- University of West London (GB)
- ORCID
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 1999-09-01
- Volume
- 3
- Issue
- 3
- Pages
- 215-247
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2076224613
- Cited by
- 342
- References
- 28
- Citations by year
- 2026: 1 · 2025: 22 · 2024: 10 · 2023: 10 · 2022: 13 · 2021: 44 · 2020: 8 · 2019: 40 · 2018: 15 · 2017: 12 · 2016: 19 · 2015: 21 · 2014: 15 · 2013: 17 · 2012: 15
- FWCI
- 11.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- task-based language teaching, pre-task planning, group planning, task performance, fluency, accuracy, turn length, decision-making tasks
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
