Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 111–141
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 111–141
4. The effects of focussing on meaning and form in strategic planning
Cited by
Cited by 38 other publications
Adams, Rebecca & Nik Aloesnita Nik Mohd Alwi
2014. Chapter 3. Prior knowledge and second language task production in text chat. In Technology-mediated TBLT [Task-Based Language Teaching, 6], ► pp. 51 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.
Anderson, Jason
2020. A Response to Ellis: The Dangers of a Narrowly Focused SLA Canon. ELT Journal 74:2 ► pp. 195 ff.
Asgari, Majid & Sakineh Jafari
2019. The effect of task modality and discourse mode on EFL learners’ narrative task performance. Dutch Journal of Applied Linguistics 8:2 ► pp. 270 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.
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.
Hu, Xingchao
2018. Chapter 6. Effects of task type, task-type repetition, and performance criteria on L2 oral production. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 143 ff.
Kasiri, Forough & Ali Mohammad Fazilatfar
2016. The Impact of Task Complexity on Cognitive Processes of L2 Writers and Writing Quality: The Case of Writing Expertise, L1, and Lexical Retrieval. Procedia - Social and Behavioral Sciences 232 ► pp. 561 ff.
Khorasani, Reza, Seyyed Hossein Kashef & Mohammad Reza Ahmadi
2014. Is Complexity Reachable through Planning Conditions in Written Task Performance?. Procedia - Social and Behavioral Sciences 98 ► pp. 990 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.
Law, Melanie Ann & Haidee Kruger
2018. Chapter 11. How editors read. In Innovation and Expansion in Translation Process Research [American Translators Association Scholarly Monograph Series, XVIII], ► pp. 241 ff.
Li, Shaofeng & Mengxia Fu
2018. Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research 22:2 ► pp. 230 ff.
Ma, Sai & Guangsa Jin
2022. The relationship between different types of co-speech gestures and L2 speech performance. Frontiers in Psychology 13
Malicka, Aleksandra
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 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.
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
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
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3 ► pp. 272 ff.
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.
Park, Sujung
2010. The influence of pretask instructions and pretask planning on focus on form during Korean EFL task-based interaction. Language Teaching Research 14:1 ► pp. 9 ff.
Romanova, Natalia
2010. Planning, Recasts, and Learning of L2 Morphology. The Canadian Modern Language Review 66:6 ► pp. 843 ff.
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 266 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.
Shea, Christine & Karen Leonard
2019. Evaluating Measures of Pausing for Second Language Fluency Research. The Canadian Modern Language Review 75:3 ► pp. 216 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.
Thai, Chau & Frank Boers
2016. Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy. TESOL Quarterly 50:2 ► pp. 369 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.
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.
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.
Wijers, Martje
2018. The Role of Variation in L2 Syntactic Complexity: A Case Study on Subordinate Clauses in Swedish as a Foreign Language. Nordic Journal of Linguistics 41:1 ► pp. 75 ff.
Xu, Jinfen & Jinnan Kou
2018. Group Interaction Strategies and Students’ Oral Performance in Chinese EFL Classrooms. TESOL Quarterly 52:1 ► pp. 198 ff.
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6 ► pp. 554 ff.
김영주, 이선진, 이선희 & Nam Juyeon
2013. A Study on the Correlation Between Proficiency and Productive Ability of Learners of Korean. The Korean Language and Literature null:164 ► pp. 209 ff.
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