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 (82)
Cited by 82 other publications
Donate, Ángela & Ronald P. Leow
2024. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 111 ff. 
García-Amaya, Lorenzo
2024. Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners. Second Language Research 40:2 ► pp. 399 ff.
Gu, Qianqian & Kris Van den Branden
2024. The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use. Language Teaching Research
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.
Ryan, Jonathon, Pauline Foster, Anthea Fester, Yi Wang, Jenny Field, Celine Kearney & Jia Rong Yap
2023. First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996). Language Learning 73:4 ► pp. 1003 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
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.
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.
Leeming, Paul, Scott Aubrey & Craig Lambert
2022. Collaborative Pre-Task Planning Processes and Second Language Task Performance. RELC Journal 53:3 ► pp. 534 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
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.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Behney, Jennifer & Susan Gass
2021. Interaction,
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.
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.
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.
Inoue, Chihiro & Daniel M. K. Lam
2021. The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the LectureListening‐Into‐SpeakingTasks of theTOEFL iBT® Test. ETS Research Report Series 2021:1 ► pp. 1 ff.
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 266 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.
Khezrlou, Sima
2020. Training planning in second language narrative writing. ELT Journal 74:1 ► pp. 49 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.
Wright, Clare
2020. Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies 3:2 ► pp. 157 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.
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.
Dawadi, Saraswati
2019. Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics 170:1 ► pp. 3 ff.
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching,
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6 ► pp. 554 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.
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4 ► pp. 454 ff.
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3 ► pp. 536 ff.
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4 ► pp. 381 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.
Gorsuch, Greta
2016. International teaching assistants at universities: A research agenda. Language Teaching 49:2 ► pp. 275 ff.
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36 ► pp. 73 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.
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.
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.
Tsushima, Rika & Martin Guardado
2015. Processing Perspectives on Task Performance. The Canadian Modern Language Review 71:4 ► pp. 504 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 & 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.
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.
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.
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.
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3 ► pp. 272 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.
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.
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.
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.
Lord, Gillian & Maria I. Fionda
2013. Teaching Pronunciation in Second Language Spanish. In The Handbook of Spanish Second Language Acquisition, ► pp. 514 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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.