Unpressured within-task planning improves accuracy only when attention is guided to form¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Extra time improved accuracy of word order only when learners' attention was guided to focus on form; time alone had no effect. → Yingli Wang 2008

Evidence¶

Yingli Wang 2008¶

Yingli Wang. (2008). Influence of Planning on Students' Language Performance in Task-based Language Teaching. English Language Teaching, 1(1). https://www.ccsenet.org/journal/index.php/elt doi:10.5539/elt.v1n1p83

q2 · i? · review · r2

The review reports Hulstijn and Hulstijn's (1984) study of L2 Dutch students performing oral narrative tasks under combinations of time and guided-attention conditions: "time itself did not infl uence the accuracy of word order" unless attention was guided to form. No effect sizes are printed.

"They found that time itself did not infl uence the accuracy of word order , but in the condition of guided attention to focus on form the influence of time is evident."

Discussion¶

Learner Variables¶

• Attention — moderator: an instructional effect differs with it
• Oral Language — outcome: instruction changes it

Related Claims¶

• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
• Fluency can have a high effect on accuracy, whereas accuracy will not lead to fluency — related
• The influence of strategic planning on accuracy is unclear and depends on task type and planning conditions — related
• Metacognitive Strategies Improve Learning — related
• Guided Notes Improve Note Accuracy — related
• L2 learners style-shift in past tense accuracy within narrative discourse according to the amount of planning time available — related