Part of
Planning and Task Performance in a Second LanguageEdited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 193–216
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 193–216
7. Strategic and on-line planning
The influence of surprise information and task time on second language performance
Cited by (70)
Cited by 70 other publications
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 
Mareková, Lucia & Štefan Beňuš
2024. Speech Fluency Production and Perception in L1 (Slovak) and L2 (English) Read Speech. Language and Speech
Sadeghi, Karim & Azadeh Hamidi
2024. The Effect of Different Planning Conditions versus Explicit Grammar Instruction on Young EFL Learners’ Oral Production of a Picture Promoted Task and Grammar Gain. Revista de Lingüística y Lenguas Aplicadas 19 ► pp. 189 ff.
Skehan, Peter, Gavin Bui, Zhan Wang & Sabrina Shum
2024. Re-examining accuracy measures in second language task-based spoken performance. Research Methods in Applied Linguistics 3:1 ► pp. 100098 ff.
Albarqi, Ghadah & Parvaneh Tavakoli
2023. The effects of proficiency level and dual-task condition on L2 self-monitoring behavior. Studies in Second Language Acquisition 45:1 ► pp. 212 ff.
Fukuta, Junya, Yoshito Nishimura & Yu Tamura
2023. Pitfalls of production data analysis for investigating L2 cognitive mechanism. Journal of Second Language Studies 6:1 ► pp. 95 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.
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.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency:does manipulating time pressure affect fluency in L2 monologic oral narratives?. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 ff.
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency:does manipulating time pressure affect fluency in L2 monologic oral narratives?. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 605 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.
Nair, Veena & Shruti Sircar
2021. Task Complexity and Language Proficiency: Its Effect on L2 Writing Production. In Task-Based Language Teaching and Assessment, ► pp. 139 ff.
Samuda, Virginia & Martin Bygate
2021. Exploring the Nuts and Bolts of Task Design. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 262 ff.
Chen, Julian ChengChiang
2020. The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment. ReCALL 32:3 ► pp. 232 ff.
Matsumoto, Kazumi, Maki Hirotani & Atsushi Fukada
2020. Examining Oral Performance Characteristics of L2 Learners With the CAF Calculator. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 132 ff.
NALAN, ERÇIN & ALTAY MEHMET
2020. A COMPARISON OVER COMPLEXITY, ACCURACY, AND FLUENCY
IN A TASK SUPPORTED LANGUAGE TEACHING SETTING. i-manager’s Journal on English Language Teaching 10:1 ► pp. 30 ff.
PARK, HAE IN, MEGAN SOLON, CARLY HENDERSON & MARZIEH DEHGHAN–CHALESHTORI
2020. The Roles of Working Memory and Oral Language Abilities in Elicited Imitation Performance. The Modern Language Journal 104:1 ► pp. 133 ff.
Qiu, Xuyan
2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research 24:6 ► pp. 745 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.
Ellis, Rod
2019. Chapter 1. Task preparedness. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 15 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
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.
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.
Wang, Liping & Lawrence Jun Zhang
2019. Chapter 8. Peter Skehan’s influence in research on task difficulty. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 183 ff.
Wang, Qiong & Shaofeng Li
2019. Chapter 4. The relationship between task motivation and L2 motivation. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 67 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 & Zeping Huang
2018. L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy. Language Teaching Research 22:1 ► pp. 94 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.
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.
Basterrechea, María & Regina Weinert
2017. Examining the Concept of Subordination in Spoken L1 and L2 English: The Case ofIf‐Clauses. TESOL Quarterly 51:4 ► pp. 897 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.
Goh, Christine C. M.
2016. Teaching Speaking. In English Language Teaching Today [English Language Education, 5], ► pp. 143 ff.
Goh, Christine C. M.
2017. Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching 50:2 ► pp. 247 ff.
Ebrahimi, Elham
2015. The effect of dynamic assessment on complexity, accuracy, and fluency in EFL learners’ oral production. International Journal of Research Studies in Language Learning 4:3
Guz, Ewa
2015. Establishing the fluency gap between native and non-native-speech. Research in Language 13:3 ► pp. 230 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.
Burch, Alfred R.
2014. Pursuing Information: A Conversation Analytic Perspective on Communication Strategies. Language Learning 64:3 ► pp. 651 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.
Lintunen, Pekka & Mari Mäkilä
2014. Measuring Syntactic Complexity in Spoken and Written Learner Language: Comparing the Incomparable?. Research in Language 12:4 ► pp. 377 ff.
Nitta, Ryo & Fumiyo Nakatsuhara
2014. A multifaceted approach to investigating pre-task planning effects on paired oral test performance. Language Testing 31:2 ► pp. 147 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. 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.
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.
Foster, Pauline & Peter Skehan
2013. Anticipating a Post-task Activity: The Effects on Accuracy, Complexity, and Fluency of Second Language Performance. The Canadian Modern Language Review 69:3 ► pp. 249 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.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
Kim, YouJin
2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1 ► pp. 8 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.
Michel, Marije C.
2013. The Use of Conjunctions in Cognitively Simple Versus Complex Oral L2 Tasks. The Modern Language Journal 97:1 ► pp. 178 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, Parisa Abdolrezapour & Saeed Ketabi
2012. Task difficulty and self‐repair behavior in second language oral production. International Journal of Applied Linguistics 22:3 ► pp. 310 ff.
Leung, Janny
2012. Skehan, Peter. In The Encyclopedia of Applied Linguistics,
Seifoori, Zohreh & Zahra Vahidi
2012. The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness 21:1-2 ► pp. 101 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.
de Jong, Nel & Charles A. Perfetti
2011. Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization. Language Learning 61:2 ► pp. 533 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
Romanova, Natalia
2010. Planning, Recasts, and Learning of L2 Morphology. The Canadian Modern Language Review 66:6 ► pp. 843 ff.
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4 ► pp. 554 ff.
Adamson, Bob & Annie Tong Siu Yin
2008. Leadership and collaboration in implementing curriculum change in Hong Kong secondary schools. Asia Pacific Education Review 9:2 ► pp. 180 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.
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy, ► pp. 349 ff.
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