The effects of hybrid online planning and L2 proficiency on video-based speaking task performance
DOI:
https://doi.org/10.1558/isla.37398Keywords:
task-based language teaching (TBLT), L2 speaking performance, task-related time pressure, L2 Proficiency, hybrid online planningAbstract
This study investigated L2 speaking performance under three different types of task-related time pressure, with a control (Control) group narrating a video at normal playing rate, an online planning (OP) group narrating the video at a slowed playing rate, and a hybrid online planning (HOP) group which combined online planning (a slowed playing rate) with content preparedness (through prewatching the video). The results show that the HOP group outperformed the Control group regarding speech accuracy and complexity, suggesting that this form of online planning, with content preparedness, helps improve speech accuracy and complexity. In addition, L2 proficiency significantly predicted speech accuracy, specifically, among all other performance measures. The implications of these findings for language teaching and learning are discussed, particularly their relevance for the way a Conceptualiser-Formulator balance is important, and for the way proficiency can best be mobilised within task performance.
References
Ahmadian, M. J. (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): 129–49. https://doi.org/10.1177/1362168811425433
Ahmadian, M. J. and Tavakoli, M. (2011) The effects of simultaneous use of careful online planning and task repetition on accuracy, fluency, and complexity of EFL learners’ oral production. Language Teaching Research 15: 35–59. https://doi.org/10.1177/1362168810383329
Bui, G. (2014) Task readiness: theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan (ed.) Investigating a Processing Perspective on Task Performance 63–94. Amsterdam: John Benjamins.
Bui, G., Skehan, P. and Wang, Z. (2018) Task condition effects on advanced level foreign language performance. In P. A. Malovrh and A. Benati (eds) The Handbook of Advanced Proficiency in Second Language Acquisition. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119261650.ch12
Bygate, M. (2016) Sources, developments and directions of task-based language teaching. Language Learning Journal 44(4): 381–400. https://doi.org/10.1080/09571736.2 015.1039566
Cohen, J. (1988) Statistical Power Analysis for the Behavioral Sciences (2nd edn). Hillsdale, NJ: Erlbaum.
Crookes, G. (1989) Planning and interlanguage variation. Studies in Second Language Acquisition 11: 367–83. https://doi.org/10.1017/S0272263100008391
De Jong, N. H., Groenhout, R., Schoonen, R. and Hulstijn, J. H. (2015) Second language fluency: speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics 36(2): 223–43. https://doi.org/10.1017/s0142716413000210
Derwing, T. M., Munro, M. J., Thomson, R. I. and Rossiter, M. J. (2009) The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition 31: 533–57. https://doi.org/10.1017/S0272263109990015
Durán, P., Malvern, D., Richards, B. and Chipere, N. (2004) Developmental trends in lexical diversity. Applied Linguistics 25(2): 220–42. https://doi.org/10.1093/ applin/25.2.220
Educational Testing Service. Compare TOEFL scores. Retrieved on 27th March 2019 from www.ets.org/toefl/institutions/scores/compare.
Ellis, R. (1987) Interlanguage variability in narrative discourse: style shifting in the past tense. Studies in Second Language Acquisition 9(1): 1–19. https://doi.org/10.1017/ S0272263100006483
Ellis, R. (2003) Task-Based Language Teaching and Learning. Oxford: Oxford University Press. Ellis, R. (ed.) (2005a) Planning and Task Performance in a Second Language. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11
Ellis, R. (2005b) Planning and task-based performance: theory and research. In R. Ellis (ed.) Planning and Task Performance in a Second Language 3–36. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.03ell
Ellis, R. (2009) The differential effects of three types of task planning on the fluency, complexity and accuracy in L2 oral production. Applied Linguistics 30: 474–509. https://doi.org/10.1093/applin/amp042
Ellis, R. (2017) Position paper: moving task-based language teaching forward. Language Teaching 50(4): 507–26. https://doi.org/10.1017/S0261444817000179
Ellis, R. and Yuan, F. (2004) The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition 26(1): 59–84. https://doi.org/10.1017/S0272263104261034
Ellis, R. and Yuan, F. (2005) The effects of careful within-task planning on oral and written task performance. In R. Ellis (ed.) Planning and Task Performance in a Second Language 167–92. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.11ell
Foster, P. and Skehan, P. (1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition 18(3): 299–323. https://doi.org/10.1017/s0272263100015047
Foster, P., Tonkyn, A. and Wigglesworth, J. (2000) Measuring spoken language: a unit for all reasons. Applied Linguistics 21(3): 354–75. https://doi.org/10.1093/ applin/21.3.354
Gu, Y. (2007) The effect of pre-task planning time on self-repairs for intermediate and advanced English learners. CELEA Journal (bimonthly) 30(6): 25–33.
Hinkel, E. (2004) TOEFL Test Strategies with Practice Tests (3rd edn). Hauppauge, NY: Barron’s.
Housen, A., Kuiken, F. and Vedder, I. (2012) Complexity, accuracy and fluency: definitions, measurement and research. In A. Housen, F. Kuiken and I. Vedder (eds) Dimensions of L2 Performance and Proficiency. Investigating Complexity, Accuracy and Fluency in SLA 1–20. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.32.01hou
Hsu, H. (2015) The effect of task planning on L2 performance and L2 development in text-based synchronous computer-mediated communication. Applied Linguistics 38: 359–385. https://doi.org/10.1093/applin/amv032
Hulstijn, J. H. (2015) Language Proficiency in Native and Non-Native Speakers: Theory and Research. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.41
Hulstijn, J. H. and Hulstijn, W. (1984) Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning 34(1): 23–43. https://doi.org/10.1111/j.1467-1770.1984.tb00994.x
Inoue, C. (2016) A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research. Language Learning Journal 1: 1–18. https://doi.org/10.1080/09571736.2015.1130079
Kahng, J. (2014) Exploring utterance and cognitive fluency of L1 and L2 English speakers: temporal measures and stimulated recall. Language Learning 64(4): 809–54. https://doi.org/10.1111/lang.12084
Kawauchi, C. (2005) The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis (ed.) Planning and Task Performance in a Second Language 37–76. Amsterdam: John Benjamins B.V.
Kormos, J. (2006) Speech Production and Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
Kormos, J. (2011) Speech production and the cognition hypothesis. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 39–60. Amsterdam: John Benjamins.
Levelt, W. J. M. (1989) Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.
Levelt, W. J. M. (1999) Producing spoken language: a blueprint of the speaker. In C. Brown and P. Hagoort (eds) Neurocognition of Language 83–122. Oxford, UK: Oxford University Press.
Long, M. H. (2015) TBLT: Building the road as we travel. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 1–26. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.01lon
Long, M. H. (2016) In defense of tasks and TBLT: nonissues and real issues. Annual Review of Applied Linguistics 36: 5–33. https://doi.org/10.1017/S0267190515000057
MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk (3rd edn). Mahwah, NJ: Lawrence Erlbaum Associates.
Malvern, D. and Richards, B. (2002) Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing 19: 85–104. https://doi.org/10.1191/0265532202lt221oa
McKee, G., Malvern, D. and Richards, B. (2000) Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing 15: 323–37. https://doi.org/10.1093/llc/15.3.323
Meara, P. and Bell, H. (2001) P_Lex: a simple and effective way of describing the lexical characteristics of short L2 texts. Prospect 16(3): 5–19.
Mehnert, U. (1998) The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition 20: 83–108. https://doi.org/10.1017/S0272263198001041
Michel, M. (2011) Effects of task complexity and interaction on L2 performance. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 141–74. https://doi.org/10.1075/ tblt.2.12ch6
Norris, J. M. and Ortega, L. (2009) Towards an organic approach to investigating CAF in instructed SLA: the case of complexity. Applied Linguistics 30: 555–78. https://doi.org/10.1093/applin/amp044
Nunnally, J. and Bernstein, L. (1994) Psychometric Theory. New York: McGraw-Hill Higher, Inc.
Ortega, L. (2005) What do learners plan? Learner-driven attention to form during pretask planning. In R. Ellis (ed.) Planning and Task Performance in a Second Language 77–109. Amsterdam: John Benjamins.
Plonsky, L. and Oswald, F. L. (2014) How big is ‘big’: interpreting effect sizes in L2 research. Language Learning 64(4): 1–35. https://doi.org/10.1111/lang.12079
Plough, I. C., Briggs, S. L. and Van Bonn, S. (2010) A multi-method analysis of evaluation criteria used to assess the speaking proficiency of graduate student instructors. Language Testing 27(2): 235–60. https://doi.org/10.1177/0265532209349469
Robinson, P. (ed.) (2011a) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.2
Robinson, P. (2011b) Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 3–38. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.2.05ch1
Robinson, P. (2015) The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 87–121. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.04rob
Sawaki, Y., Stricker, L. J. and Oranje, A. H. (2009) Factor structure of the TOEFL internetbased test. Language Testing 26(1): 5–30. https://doi.org/10.1177/0265532208097335
Skehan, P. (2014a). (Ed.). Processing Perspectives on Task Performance. Amsterdam: John Benjamins.
Skehan, P. (2014b) Limited attentional capacity, second language performance, and task-based pedagogy. In P. Skehan (ed.) Processing Perspectives on Task Performance 211–260. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.5.08ske
Skehan, P. (2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 123–156. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.05ske
Skehan, P. (2018) Second Language Task-based Performance: Theory, Research, Assessment. New York: Routledge.
Skehan, P. and Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis (Ed.). Planning and Task Performance in a Second Language 193–216. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.12ske
Tavakoli, P. and Foster, P. (2008) Task design and second language performance: the effect of narrative type on learner output. Language Learning 58(2): 439–73. https://doi.org/10.1111/j.1467-9922.2008.00446.x
Tavakoli, P. and Skehan, P. (2005) Strategic planning, task structure, and performance testing. In R. Ellis (ed.) Planning and task performance in a second language 239– 276. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.15tav
Treffers-Daller, J. (2009) Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items. In B. Richards, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller (eds) Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application 74–90. London: Palgrave Macmillan. https://doi.org/10.1057/ 9780230242258_5
Van den Branden, K. (2006) Task-based Language Education: From Theory to Practice. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667282
Vercellotti, M. L. (2017) The development of complexity, accuracy, and fluency in second language performance: a longitudinal study. Applied Linguistics 38(1): 90–111. https://doi.org/10.1093/applin/amv002
Wang, Z. (2014) On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan (ed.) Processing Perspectives on Task Performance 27–62. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.5.02wan
Wang, Z. & Chen, G. (2018) Discourse performance in L2 task repetition. In M. Bygate (ed.). Learning Language Through Task Repetition 97–116. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.11.04wan
Wigglesworth, G. (1997) An investigation of planning time and proficiency level on oral test discourse. Language Testing 14: 85–106. https://doi.org/10.1177/ 026553229701400105
Yu, G. (2010) Lexical diversity in writing and speaking task performances. Applied Linguistics 31(2): 236–59. https://doi.org/10.1093/applin/amp024
Yuan, F. and Ellis, R. (2003) The effects of pre-task planning and online planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics 24(1): 1–27. https://doi.org/10.1093/applin/24.1.1
Ahmadian, M. J. and Tavakoli, M. (2011) The effects of simultaneous use of careful online planning and task repetition on accuracy, fluency, and complexity of EFL learners’ oral production. Language Teaching Research 15: 35–59. https://doi.org/10.1177/1362168810383329
Bui, G. (2014) Task readiness: theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan (ed.) Investigating a Processing Perspective on Task Performance 63–94. Amsterdam: John Benjamins.
Bui, G., Skehan, P. and Wang, Z. (2018) Task condition effects on advanced level foreign language performance. In P. A. Malovrh and A. Benati (eds) The Handbook of Advanced Proficiency in Second Language Acquisition. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781119261650.ch12
Bygate, M. (2016) Sources, developments and directions of task-based language teaching. Language Learning Journal 44(4): 381–400. https://doi.org/10.1080/09571736.2 015.1039566
Cohen, J. (1988) Statistical Power Analysis for the Behavioral Sciences (2nd edn). Hillsdale, NJ: Erlbaum.
Crookes, G. (1989) Planning and interlanguage variation. Studies in Second Language Acquisition 11: 367–83. https://doi.org/10.1017/S0272263100008391
De Jong, N. H., Groenhout, R., Schoonen, R. and Hulstijn, J. H. (2015) Second language fluency: speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics 36(2): 223–43. https://doi.org/10.1017/s0142716413000210
Derwing, T. M., Munro, M. J., Thomson, R. I. and Rossiter, M. J. (2009) The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition 31: 533–57. https://doi.org/10.1017/S0272263109990015
Durán, P., Malvern, D., Richards, B. and Chipere, N. (2004) Developmental trends in lexical diversity. Applied Linguistics 25(2): 220–42. https://doi.org/10.1093/ applin/25.2.220
Educational Testing Service. Compare TOEFL scores. Retrieved on 27th March 2019 from www.ets.org/toefl/institutions/scores/compare.
Ellis, R. (1987) Interlanguage variability in narrative discourse: style shifting in the past tense. Studies in Second Language Acquisition 9(1): 1–19. https://doi.org/10.1017/ S0272263100006483
Ellis, R. (2003) Task-Based Language Teaching and Learning. Oxford: Oxford University Press. Ellis, R. (ed.) (2005a) Planning and Task Performance in a Second Language. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11
Ellis, R. (2005b) Planning and task-based performance: theory and research. In R. Ellis (ed.) Planning and Task Performance in a Second Language 3–36. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.03ell
Ellis, R. (2009) The differential effects of three types of task planning on the fluency, complexity and accuracy in L2 oral production. Applied Linguistics 30: 474–509. https://doi.org/10.1093/applin/amp042
Ellis, R. (2017) Position paper: moving task-based language teaching forward. Language Teaching 50(4): 507–26. https://doi.org/10.1017/S0261444817000179
Ellis, R. and Yuan, F. (2004) The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition 26(1): 59–84. https://doi.org/10.1017/S0272263104261034
Ellis, R. and Yuan, F. (2005) The effects of careful within-task planning on oral and written task performance. In R. Ellis (ed.) Planning and Task Performance in a Second Language 167–92. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.11ell
Foster, P. and Skehan, P. (1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition 18(3): 299–323. https://doi.org/10.1017/s0272263100015047
Foster, P., Tonkyn, A. and Wigglesworth, J. (2000) Measuring spoken language: a unit for all reasons. Applied Linguistics 21(3): 354–75. https://doi.org/10.1093/ applin/21.3.354
Gu, Y. (2007) The effect of pre-task planning time on self-repairs for intermediate and advanced English learners. CELEA Journal (bimonthly) 30(6): 25–33.
Hinkel, E. (2004) TOEFL Test Strategies with Practice Tests (3rd edn). Hauppauge, NY: Barron’s.
Housen, A., Kuiken, F. and Vedder, I. (2012) Complexity, accuracy and fluency: definitions, measurement and research. In A. Housen, F. Kuiken and I. Vedder (eds) Dimensions of L2 Performance and Proficiency. Investigating Complexity, Accuracy and Fluency in SLA 1–20. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.32.01hou
Hsu, H. (2015) The effect of task planning on L2 performance and L2 development in text-based synchronous computer-mediated communication. Applied Linguistics 38: 359–385. https://doi.org/10.1093/applin/amv032
Hulstijn, J. H. (2015) Language Proficiency in Native and Non-Native Speakers: Theory and Research. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.41
Hulstijn, J. H. and Hulstijn, W. (1984) Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning 34(1): 23–43. https://doi.org/10.1111/j.1467-1770.1984.tb00994.x
Inoue, C. (2016) A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research. Language Learning Journal 1: 1–18. https://doi.org/10.1080/09571736.2015.1130079
Kahng, J. (2014) Exploring utterance and cognitive fluency of L1 and L2 English speakers: temporal measures and stimulated recall. Language Learning 64(4): 809–54. https://doi.org/10.1111/lang.12084
Kawauchi, C. (2005) The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis (ed.) Planning and Task Performance in a Second Language 37–76. Amsterdam: John Benjamins B.V.
Kormos, J. (2006) Speech Production and Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
Kormos, J. (2011) Speech production and the cognition hypothesis. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 39–60. Amsterdam: John Benjamins.
Levelt, W. J. M. (1989) Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.
Levelt, W. J. M. (1999) Producing spoken language: a blueprint of the speaker. In C. Brown and P. Hagoort (eds) Neurocognition of Language 83–122. Oxford, UK: Oxford University Press.
Long, M. H. (2015) TBLT: Building the road as we travel. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 1–26. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.01lon
Long, M. H. (2016) In defense of tasks and TBLT: nonissues and real issues. Annual Review of Applied Linguistics 36: 5–33. https://doi.org/10.1017/S0267190515000057
MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk (3rd edn). Mahwah, NJ: Lawrence Erlbaum Associates.
Malvern, D. and Richards, B. (2002) Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing 19: 85–104. https://doi.org/10.1191/0265532202lt221oa
McKee, G., Malvern, D. and Richards, B. (2000) Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing 15: 323–37. https://doi.org/10.1093/llc/15.3.323
Meara, P. and Bell, H. (2001) P_Lex: a simple and effective way of describing the lexical characteristics of short L2 texts. Prospect 16(3): 5–19.
Mehnert, U. (1998) The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition 20: 83–108. https://doi.org/10.1017/S0272263198001041
Michel, M. (2011) Effects of task complexity and interaction on L2 performance. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 141–74. https://doi.org/10.1075/ tblt.2.12ch6
Norris, J. M. and Ortega, L. (2009) Towards an organic approach to investigating CAF in instructed SLA: the case of complexity. Applied Linguistics 30: 555–78. https://doi.org/10.1093/applin/amp044
Nunnally, J. and Bernstein, L. (1994) Psychometric Theory. New York: McGraw-Hill Higher, Inc.
Ortega, L. (2005) What do learners plan? Learner-driven attention to form during pretask planning. In R. Ellis (ed.) Planning and Task Performance in a Second Language 77–109. Amsterdam: John Benjamins.
Plonsky, L. and Oswald, F. L. (2014) How big is ‘big’: interpreting effect sizes in L2 research. Language Learning 64(4): 1–35. https://doi.org/10.1111/lang.12079
Plough, I. C., Briggs, S. L. and Van Bonn, S. (2010) A multi-method analysis of evaluation criteria used to assess the speaking proficiency of graduate student instructors. Language Testing 27(2): 235–60. https://doi.org/10.1177/0265532209349469
Robinson, P. (ed.) (2011a) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.2
Robinson, P. (2011b) Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance 3–38. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.2.05ch1
Robinson, P. (2015) The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 87–121. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.04rob
Sawaki, Y., Stricker, L. J. and Oranje, A. H. (2009) Factor structure of the TOEFL internetbased test. Language Testing 26(1): 5–30. https://doi.org/10.1177/0265532208097335
Skehan, P. (2014a). (Ed.). Processing Perspectives on Task Performance. Amsterdam: John Benjamins.
Skehan, P. (2014b) Limited attentional capacity, second language performance, and task-based pedagogy. In P. Skehan (ed.) Processing Perspectives on Task Performance 211–260. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.5.08ske
Skehan, P. (2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (ed.) Domains and Directions in the Development of TBLT 123–156. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.8.05ske
Skehan, P. (2018) Second Language Task-based Performance: Theory, Research, Assessment. New York: Routledge.
Skehan, P. and Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis (Ed.). Planning and Task Performance in a Second Language 193–216. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.12ske
Tavakoli, P. and Foster, P. (2008) Task design and second language performance: the effect of narrative type on learner output. Language Learning 58(2): 439–73. https://doi.org/10.1111/j.1467-9922.2008.00446.x
Tavakoli, P. and Skehan, P. (2005) Strategic planning, task structure, and performance testing. In R. Ellis (ed.) Planning and task performance in a second language 239– 276. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.11.15tav
Treffers-Daller, J. (2009) Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items. In B. Richards, D. Malvern, P. Meara, J. Milton and J. Treffers-Daller (eds) Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application 74–90. London: Palgrave Macmillan. https://doi.org/10.1057/ 9780230242258_5
Van den Branden, K. (2006) Task-based Language Education: From Theory to Practice. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667282
Vercellotti, M. L. (2017) The development of complexity, accuracy, and fluency in second language performance: a longitudinal study. Applied Linguistics 38(1): 90–111. https://doi.org/10.1093/applin/amv002
Wang, Z. (2014) On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan (ed.) Processing Perspectives on Task Performance 27–62. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.5.02wan
Wang, Z. & Chen, G. (2018) Discourse performance in L2 task repetition. In M. Bygate (ed.). Learning Language Through Task Repetition 97–116. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.11.04wan
Wigglesworth, G. (1997) An investigation of planning time and proficiency level on oral test discourse. Language Testing 14: 85–106. https://doi.org/10.1177/ 026553229701400105
Yu, G. (2010) Lexical diversity in writing and speaking task performances. Applied Linguistics 31(2): 236–59. https://doi.org/10.1093/applin/amp024
Yuan, F. and Ellis, R. (2003) The effects of pre-task planning and online planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics 24(1): 1–27. https://doi.org/10.1093/applin/24.1.1
Published
2020-11-13
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Articles
How to Cite
Wang, Z., Skehan, P., & Chen, G. (2020). The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition, 3(1), 53-80. https://doi.org/10.1558/isla.37398
