Impact of collaborative planning of an oral task on learners’ language performance in an EFL context
Bibliographic Data
| ID | 21849879 |
|---|---|
| Authors | Mariana Lima Terres (0000-0003-0731-8954, Universidade Federal de Santa Catarina), Marília Camponogara Torres (0000-0003-0564-5943, Universidade Federal de Santa Catarina), Ana Flávia Boeing Marcelino (0000-0002-7418-8312, Universidade Federal de Santa Catarina) |
| Year | 2021 |
| Volume | 15 |
| Issue | 3 |
| Pages | 678-706 |
| Publication date | 2021-08-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Domínios de Lingu gem (JOURNAL) |
| Journal identifiers | ISSN: 1980-5799 • E-ISSN: 1980-5799 |
| Publisher | PPUFU - Portal de Periódicos da Universidade Federal de Uberlândia (PUBLISHER) |
| DOI | 10.14393/dl47-v15n3a2021-3 |
| OpenAlex | W3194320695 |
| Language | EN |
| References cited | 25 |
Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool
CLARITY · Foreign language · Management · Mathematics education · Medical education · Perception · Strategic planning · Computer Science · EFL/ESL Teaching and Learning · Engineering · Medicine · Psychology · Second Language Learning and Teaching
Interaction and Second Language Learning
The Effects of Different Lengths of Time for Planning on Second Language Performance
The Influence of Planning and Task Type on Second Language Performance
Talking it through
Caf
A Framework for the Implementation of Task-based Instruction
Modelling Second Language Performance
Pre-Task Planning, Working Memory Capacity, and L2 Speech Performance
Task‐based language teaching
Research into practice
Task Design and Second Language Performance
| Highly cited | No |
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