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This study was designed to examine the effect of pre-task planning (strategic planning) on the complexity and accuracy of task-based oral performance with the decision-making task type among 40 Iranian EFL learners majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University-Maragheh Branch. Performing the same task type, the experimental group was provided with a 10-minute planning time before task performance whereas the control group was given a zero-planning time. To measure the complexity and accuracy of the participants’ oral production, their performance was transcribed. Later, the collected data were coded for the two dimensions of oral production based on the established criteria. Two independent samples t-tests were run to compare the participants’ oral performance. The findings reveal that pre-task planning has a positive effect on complexity whereas no positive effect is evident in the accuracy of learners’ oral performance. The findings of this study is beneficial for materials development experts and language teachers because providing learners with the opportunity to plan before task performance may assist learners to produce language which is more complex. Keyterms: pre-task planning, oral performance, decision making task, accuracy, complexity |
