Roghayyeh Nariman-Jahan, Massoud Rahimpour
Planning is an inseparable part of all spoken and written language use. That is, all speakers and writers need to decide what to say and write and how to do it. Therefore, there is a need to study about planning. Thus, the present study reports on an experiment in which two groups of 72 high and low EFL proficiency learners of English performed two monologic production tasks with and without time for planning. The first group with time for planning was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in the second group (without time for planning) began writing immediately and take time as long as they like. The participants’ performances were then analyzed utilizing paired samples t-test. The results corroborated that low-proficiency learners appear to benefit more from time for planning with respect to concept load and fluency. On the other hand, high-proficiency learners were advantaged by planning without time concerning concept load, fluency, complexity, and accuracy. The findings of the study may have pedagogical implications for the fields of syllabus design, language teaching, language testing, and teacher training bodies.
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