Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 3–34
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 3–34
1. Planning and task-based performance
Theory and research
Cited by
Cited by 96 other publications
Aaj, Ali, Parviz Maftoon & Masood Siyyari
2023. Do young EFL learners benefit from task repetition?. The Language Learning Journal ► pp. 1 ff. 
Abdi Tabari, Mahmoud
2023. Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions. The Language Learning Journal ► pp. 1 ff.
Abdi Tabari, Mahmoud & Minyoung Cho
2022. Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing. Language Teaching Research ► pp. 136216882210909 ff.
Abrams, Zsuzsanna
2023. Chapter 5. Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 109 ff.
Abrams, Zsuzsanna & David R. Byrd
2017. The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research 21:4 ► pp. 434 ff.
Abrams, Zsuzsanna & Susanne Rott
2017. Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks. Language Teaching Research 21:2 ► pp. 144 ff.
Abrams, Zsuzsanna I.
2020. Intercultural Communication and Language Pedagogy,
Ahmad, Ayaz & Palwasha Sajjad
2011. Role of local constraints in the failure of Western approaches to ELT. Procedia - Social and Behavioral Sciences 15 ► pp. 1766 ff.
Ahmadian, Mohammad Javad
2011. The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?. The Language Learning Journal 39:3 ► pp. 269 ff.
Ahmadian, Mohammad Javad
2012. The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research 16:1 ► pp. 129 ff.
Ahmadian, Mohammad Javad
2012. The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition. TESOL Quarterly 46:1 ► pp. 165 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Ahmadian, Mohammad Javad & Mansoor Tavakoli
2014. Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions. The Canadian Modern Language Review 70:1 ► pp. 50 ff.
Mohammad Javad Ahmadian & Mansoor Tavakoli
2011. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15:1 ► pp. 35 ff.
Ajabshir, Zahra Fakher & Fatemeh Poorebrahim
2021. Assessing EFL learners’ written performance: The case of task repetition. Southern African Linguistics and Applied Language Studies 39:3 ► pp. 295 ff.
Amiryousefi, Mohammad
2017. The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning 30:8 ► pp. 766 ff.
Baleghizadeh, Sasan & Mohammad Naseh Nasrollahi Shahri
2017. The effect of online planning, strategic planning and rehearsal across two proficiency levels. The Language Learning Journal 45:2 ► pp. 171 ff.
Boers, Frank
2014. A Reappraisal of the 4/3/2 Activity. RELC Journal 45:3 ► pp. 221 ff.
Bui, Gavin & Zeping Huang
2018. L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy. Language Teaching Research 22:1 ► pp. 94 ff.
Bui, Gavin, Peter Skehan & Zhan Wang
2018. Task Condition Effects on Advanced‐Level Foreign Language Performance. In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 219 ff.
Burch, Alfred R.
2014. Pursuing Information: A Conversation Analytic Perspective on Communication Strategies. Language Learning 64:3 ► pp. 651 ff.
Chappell, Whitney & Matthew Kanwit
2022. DO LEARNERS CONNECT SOCIOPHONETIC VARIATION WITH REGIONAL AND SOCIAL CHARACTERISTICS?. Studies in Second Language Acquisition 44:1 ► pp. 185 ff.
Crowther, Dustin & Daniel R. Isbell
2023. Second language speech comprehensibility: A research agenda. Language Teaching ► pp. 1 ff.
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4 ► pp. 454 ff.
Dawadi, Saraswati
2019. Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics 170:1 ► pp. 3 ff.
Ellis, Rod
2019. Chapter 1. Task preparedness. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 15 ff.
Ellis, Rod
2021. The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies. Chinese Journal of Applied Linguistics 44:2 ► pp. 131 ff.
Erlam, Rosemary
2012. Ellis, Rod. In The Encyclopedia of Applied Linguistics,
Eskildsen, Søren W. & Numa Markee
2018. Chapter 4. L2 talk as social accomplishment. In Speaking in a Second Language [AILA Applied Linguistics Series, 17], ► pp. 69 ff.
Fukuta, Junya
2016. Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research 20:3 ► pp. 321 ff.
Gandrita, Daniel Mandel, Ana Gandrita, David Pascoal Rosado & Manuel do Carmo
2023. Environmental Sustainability for Strategic Planning Effectiveness and Organizational Improvement. Sustainability 15:8 ► pp. 6774 ff.
Garcia-Ponce, Edgar Emmanuell, M. Martha Lengeling, Irasema Mora-Pablo & Lisa Marie Conaway Arroyo
2023. Use of WhatsApp as a Platform to Promote English Oral Fluency and Accuracy: A Task Repetition Approach. Íkala, Revista de Lenguaje y Cultura 28:1 ► pp. 69 ff.
Gavin, Bei Xiaoyue
2014. Chapter 3. Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 63 ff.
GILANLIOGLU, Ilkay
2022. Influence of planning time and task type on lexis in L2 oral performance. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:3 ► pp. 559 ff.
Gokool, Roshni & Marianna Visser
2021. IsiZulu task-based syllabus for medical students: Grading and sequencing doctor-patient communication tasks. South African Journal of African Languages 41:2 ► pp. 149 ff.
Grant, Sean
2017. Implementing project-based language teaching in an Asian context: a university EAP writing course case study from Macau. Asian-Pacific Journal of Second and Foreign Language Education 2:1
Gu, Qianqian
2021. Impact of task preparedness on L2 oral performance and strategy use. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 196 ff.
Guará-Tavares, Maria da Glória
2013. Working memory capacity and L2 speech performance in planned and spontaneous conditions: a correlational analysis. Trabalhos em Linguística Aplicada 52:1 ► pp. 09 ff.
Haghverdi, Hamid Reza, Reza Biria & Hamid Reza Khalaji
2013. The Impact of Task-planning and Gender on the Accuracy of Narrations Composed by Iranian EFL Learners. Journal of Language Teaching and Research 4:1
Heidari Darani, Laya, Mostafa Morady Moghaddam & Neil Murray
2023. The Effect of Student-Led Small-Group Discussion as a Pre-writing Task on the Development of EFL Students’ Writing. The Asia-Pacific Education Researcher 32:5 ► pp. 605 ff.
Hsu, Hsiu-Chen
2019. The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal 47:2 ► pp. 172 ff.
HWANG, HAERIM, HYEYOUNG JUNG & HYUNWOO KIM
2020. Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners. The Modern Language Journal 104:1 ► pp. 267 ff.
Jackson, Daniel O.
2022. Task-Based Language Teaching,
Jamalifar, Golnaz & Hadi Salehi
2020. The effects of rehearsal and strategic task planning on L2 Willingness to Communicate. The Language Learning Journal 48:2 ► pp. 162 ff.
Javad Ahmadian, Mohammad, Mansoor Tavakoli & Hossein Vahid Dastjerdi
2015. The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech. The Language Learning Journal 43:1 ► pp. 41 ff.
Kanwit, Matthew
2021. Chapter 6. Allowable temporal distances for future-time forms. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 116 ff.
Kheirzadeh, Shiela & Maryam Malakootikhah
2023. The Role of Content and Procedural Repetition in EFL Learners’ Reading Performance. Journal of College Reading and Learning 53:2 ► pp. 131 ff.
Khezrlou, Sima
2020. Training planning in second language narrative writing. ELT Journal 74:1 ► pp. 49 ff.
Khoram, Alireza & Zuochen Zhang
2019. The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education 6:1 ► pp. 1675466 ff.
Kim, Hyunwoo & Haerim Hwang
2022. Assessing Verb‐Construction Integration in Young Learners of English as a Foreign Language: Analyses of Written and Spoken Production. Language Learning 72:2 ► pp. 497 ff.
Kim, Nayoung
2023. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research 27:2 ► pp. 415 ff.
Lambert, Craig, Judit Kormos & Danny Minn
2017. TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING. Studies in Second Language Acquisition 39:1 ► pp. 167 ff.
Leal, Tania, Emilie Destruel & Bradley Hoot
2019. The acquisition of Focus in L2 Spanish. Second Language Research 35:4 ► pp. 449 ff.
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3 ► pp. 536 ff.
Lord, Gillian & Maria I. Fionda
2013. Teaching Pronunciation in Second Language Spanish. In The Handbook of Spanish Second Language Acquisition, ► pp. 514 ff.
Low, Grace
2018. Interactive Activities for Promoting Speaking. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2 ► pp. 183 ff.
Manchón, Rosa M. & Julio Roca de Larios
2007. On the Temporal Nature of Planning in L1 and L2 Composing. Language Learning 57:4 ► pp. 549 ff.
Markee, Numa & Silvia Kunitz
2013. Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification. Language Learning 63:4 ► pp. 629 ff.
Marzban, Amir & Majid Norouzi
2012. Strategic Planning Focus and Time in Narrative Writing. Procedia - Social and Behavioral Sciences 46 ► pp. 4953 ff.
Mochizuki, Naoko & Lourdes Ortega
2008. Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research 12:1 ► pp. 11 ff.
Mohammadzadeh MohammadAbadi, AliReza, Azizollah Dabaghi & Mansoor Tavakoli
2012. The effects of simultaneous use of pre-planning along +/-Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance. International Journal of Research Studies in Language Learning 2:3
Moradi, Zahra & Seyed Hassan Talebi
2014. 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. Procedia - Social and Behavioral Sciences 98 ► pp. 1224 ff.
Mostafaei Alaei, Mahnaz & Abbas Mansouri
2024. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality. International Review of Applied Linguistics in Language Teaching 0:0
Nguyen, Huu Thanh Minh, Hang Le Thanh Nguyen, Ngoc Mai Vo & Nguyen Khanh Huynh
2023. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance. International Review of Applied Linguistics in Language Teaching 0:0
O’Grady, Stefan
2019. The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing 36:4 ► pp. 505 ff.
Pang, Francine & Peter Skehan
2014. Chapter 4. Self-reported planning behaviour and second language performance in narrative retelling. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 95 ff.
Romanova, Natalia
2010. Planning, Recasts, and Learning of L2 Morphology. The Canadian Modern Language Review 66:6 ► pp. 843 ff.
Sadeghi, Karim & Farah Ghaderi
2018. Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge. Southern African Linguistics and Applied Language Studies 36:4 ► pp. 365 ff.
Saeedi, Masoud & Shirin Rahimi Kazerooni
2014. The influence of task repetition and task structure on EFL learners' oral narrative retellings. Innovation in Language Learning and Teaching 8:2 ► pp. 116 ff.
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4 ► pp. 554 ff.
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1 ► pp. 76 ff.
Sheppard, Chris & Rod Ellis
2018. Chapter 7. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 171 ff.
Skehan, Peter
2014. Chapter 8. Limited attentional capacity, second language performance, and task-based pedagogy. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 211 ff.
Skehan, Peter
2014. Chapter 1. The context for researching a processing perspective on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 1 ff.
Skehan, Peter
2016. Foreign language aptitude, acquisitional sequences, and psycholinguistic processes. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 17 ff.
Skehan, Peter
2016. Sidesteps towards applied linguistics. In Becoming and Being an Applied Linguist, ► pp. 89 ff.
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36 ► pp. 34 ff.
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff.
Skehan, Peter
2022. Chapter 11. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 211 ff.
Skehan, Peter & Sabrina Shum
2014. Chapter 7. Structure and processing condition in video-based narrative retelling. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 187 ff.
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
2012. The task is not enough: Processing approaches to task-based performance. Language Teaching Research 16:2 ► pp. 170 ff.
Souza Ferraz D'Ely, Raquel Carolina, Mailce Borges Mota & Martin Bygate
2019. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 199 ff.
Sun, Peijian Paul
2020. L2 Learning and Speaking: A Literature Review. In Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance, ► pp. 45 ff.
Sun, Yanshu & Tong Wang
2023. The effects of planning and task on Chinese high school students’ English language performance. Journal of Language Teaching 3:8 ► pp. 1 ff.
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020. Chapter 6. The effects of task repetition across modalities and proficiency levels. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 121 ff.
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1 ► pp. 148 ff.
Tsushima, Rika & Martin Guardado
2015. Processing Perspectives on Task Performance. The Canadian Modern Language Review 71:4 ► pp. 504 ff.
Tuan, Truong Anh & Storch Neomy
2007. Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal 38:1 ► pp. 104 ff.
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2 ► pp. 394 ff.
Wang, Zhan
2014. Chapter 2. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 27 ff.
Wang, Zhan & Gaowei Chen
2018. Chapter 4. Discourse performance in L2 task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 97 ff.
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1 ► pp. 53 ff.
Wu, Jingwen & Rod Ellis
2023. The effect of pre-task planning on computer-based second language writing. Language Teaching Research
Yang, Liuyan
2018. Effects of three tasks on interpreting fluency. The Interpreter and Translator Trainer 12:4 ► pp. 423 ff.
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6 ► pp. 554 ff.
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