The Effect of Pre-task Planning on the Speaking Accuracy of Iranian EFL Learners
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Abstract
Introduction: Speaking is at the heart of second language learning. Nowadays, it is believed that pre-task planning, which is planning prior to performing a task, may enhance the speech production of learners. Therefore, the current study aimed to determine the effect of pre-task planning on the speaking accuracy of EFL intermediate learners.
Methodology: The participants in this study were 90 male and female EFL learners studying English at language institutes in Iran. To investigate the effect of individual and group pre-task planning on learners’ accuracy in speaking, the participants were randomly divided into three equal-in-number groups. In this regard, 30 participants were in individual pre-task planning, group pre-task planning, and no-planning groups. The obtained results of the pretests and post-tests were compared.
Results: The findings of the study revealed a positive meaningful relationship between pre-task planning time and speaking accuracy of Iranian EFL learners. It was found that individual pre-task planning was significantly more effective than group pre-task planning in terms of accuracy in Iranian EFL learners’ speaking. The findings indicated pre-tasking could improve learners’ speaking accuracy, compared to no-planning.
Conclusion: The obtained results of the current study may help language teachers, particularly syllabus designers, design pedagogical activities that pay specific attention to accuracy in language production so that learners can develop these elements of language production in a good balance.
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