Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 77–109
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 77–109
3. What do learners plan?
Learner-driven attention to form during pre-task planning
Cited by
Cited by 79 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.
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.
Adams, Rebecca, Sara Amani, Jonathan Newton & Nik Aloesnita Nik Mohd Alwi
2014. Planning and production in computer-mediated communication (CMC) writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 137 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.
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.
Aubrey, Scott, Craig Lambert & Paul Leeming
2022. The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research 26:5 ► pp. 867 ff.
Aubrey, Scott & Andrew Philpott
2022. Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research ► pp. 136216882210774 ff.
Behney, Jennifer & Susan Gass
2021. Interaction,
Ben Maad, Mohamed Ridha
2012. Researching task difficulty from an individual differences perspective. Australian Review of Applied Linguistics 35:1 ► pp. 28 ff.
Ben Maad, Mohamed Ridha
2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1 ► pp. 47 ff.
Ben Maad, Mohamed Ridha & Ibrahim Saadi
2020. The role of group dynamics in low‐achieving EFL students’ speaking development. International Journal of Applied Linguistics 30:2 ► pp. 264 ff.
Brown Nielson, Katharine & Robert DeKeyser
2019. Working memory and planning time as predictors of fluency and accuracy. Journal of Second Language Studies 2:2 ► pp. 281 ff.
Brown Nielson, Katharine & Robert M. DeKeyser
2021. Working memory and planning time as predictors of fluency and accuracy. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 117 ff.
Bui, Gavin
2019. Chapter 11. Task-readiness and L2 task performance across proficiency levels. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 253 ff.
Bui, Gavin
2021. Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 543 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.
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4 ► pp. 381 ff.
Byrnes, Heidi & Rosa M. Manchón
2014. Task, task performance, and writing development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 267 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.
de Jong, Nel & Philip Tillman
2018. Chapter 2. Grammatical structures and oral fluency in immediate task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 43 ff.
Donate, Ángela
2021. Chapter 19. The role of language anxiety and enjoyment in advanced proficiency. In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31], ► pp. 442 ff.
Ellis, Rod
2016. Focus on form: A critical review. Language Teaching Research 20:3 ► pp. 405 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.
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching,
Farahanynia, Mahsa & Mohammad Khatib
2022. Participatory structure of planning and cognitive task complexity in L2 oral performance: a processing perspective. The Language Learning Journal 50:6 ► pp. 777 ff.
García-Amaya, Lorenzo
2023. Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners. Second Language Research ► pp. 026765832311526 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.
Gorsuch, Greta
2016. International teaching assistants at universities: A research agenda. Language Teaching 49:2 ► pp. 275 ff.
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.
Halenko, Nicola & Maria Economidou-Kogetsidis
2022. Japanese learners’ spoken requests in the study abroad context: appropriateness, speech rate and response time. The Language Learning Journal 50:4 ► pp. 506 ff.
Inoue, Chihiro & Daniel M. K. Lam
2021. The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the Lecture Listening‐Into‐Speaking Tasks of the TOEFL iBT® Test. ETS Research Report Series 2021:1 ► pp. 1 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, YouJin
2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1 ► pp. 8 ff.
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4 ► pp. 656 ff.
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3 ► pp. 536 ff.
Leeming, Paul, Scott Aubrey & Craig Lambert
2022. Collaborative Pre-Task Planning Processes and Second Language Task Performance. RELC Journal 53:3 ► pp. 534 ff.
Lord, Gillian & Maria I. Fionda
2013. Teaching Pronunciation in Second Language Spanish. In The Handbook of Spanish Second Language Acquisition, ► pp. 514 ff.
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 27 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
2015. Where Does Research on Classroom Discourse and Interaction Go From Here?. In The Handbook of Classroom Discourse and Interaction, ► pp. 507 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.
Meraji, Seyed Reza
2011. Planning Time, Strategy Use, and Written Task Production in a Pedagogic vs. a Testing Context. Journal of Language Teaching and Research 2:2
Newton, Jonathan & Bao Trang Thi Nguyen
2019. Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school. Language Teaching for Young Learners 1:1 ► pp. 34 ff.
Nguyen, Bao Trang Thi & Jonathan Newton
2020. Learner proficiency and EFL learning through task rehearsal and performance. Language Teaching Research 24:5 ► pp. 588 ff.
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3 ► pp. 272 ff.
ORTEGA, LOURDES
2005. For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA. The Modern Language Journal 89:3 ► pp. 427 ff.
Ortega, Lourdes
2018. Ontologies of language, Second Language Acquisition, and world Englishes. World Englishes 37:1 ► pp. 64 ff.
Oskoz, Ana & Idoia Elola
2014. Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks. In Technology-mediated TBLT [Task-Based Language Teaching, 6], ► pp. 115 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.
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36 ► pp. 73 ff.
Qin, Jie & Yan Zhang
2022. Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives. Language Teaching Research 26:1 ► pp. 60 ff.
Qiu, Xuyan & Gavin Bui
2022. Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication. Language Teaching Research ► pp. 136216882211352 ff.
Qiu, Xuyan & Gavin Bui
2022. “We Are Responsive on Zoom, but…”. International Journal of Computer-Assisted Language Learning and Teaching 12:2 ► pp. 1 ff.
Rostamian, Morteza, Ali Mohammad Fazilatfar & Ali Akbar Jabbari
2018. The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research 22:4 ► pp. 418 ff.
Ryan, Jonathon, Pauline Foster, Anthea Fester, Yi Wang, Jenny Field, Celine Kearney & Jia Rong Yap
2022. First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996). Language Learning
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 266 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.
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. 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, 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.
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.
Van de Guchte, Marrit, Gert Rijlaarsdam, Martine Braaksma & Peter Bimmel
2019. Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research 23:3 ► pp. 310 ff.
Van den Branden, Kris
2009. Mediating between predetermined order and chaos: the role of the teacher in task-based language education. International Journal of Applied Linguistics 19:3 ► pp. 264 ff.
Wang, Zhan & Peter Skehan
2014. Chapter 6. Structure, lexis, and time perspective: Influences on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 155 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.
Wen, Zhisheng (Edward)
2016. Phonological and executive working memory in L2 task-based speech planning and performance. The Language Learning Journal 44:4 ► pp. 418 ff.
Wigglesworth, Gillian & Cathie Elder
2010. An Investigation of the Effectiveness and Validity of Planning Time in Speaking Test Tasks. Language Assessment Quarterly 7:1 ► pp. 1 ff.
Wright, Clare
2020. Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies 3:2 ► pp. 157 ff.
Xing, Jiaxin & Shaoqian Luo
2019. Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 153 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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