خلاصة:
This study examined the effects of aural and written prompts under two planning conditions (i.e. pre-task planning and no planning) on complexity, accuracy, and fluency of test takers' writing production. Forty learners in an English institute, who had already been classified as intermediate according to the Oxford Placement Test, were assigned to two planning conditions (i.e. no planning and pre-task planning). Then the planning groups were further divided into another two groups: with aural prompt and with written prompt. Also, concept mapping strategy was applied during pre-task planning time by the test takers. The results obtained from t-test and two- way ANOVA revealed that the candidates who received the written prompt utilized their planning time better and produced more fluent written texts than those who received the aural prompt. Furthermore, neither concept mapping strategy with aural prompt nor concept mapping strategy with written prompt led to more complex or more accurate writings. Finally, the interaction of no planning condition and written prompt had a significant effect on complexity in comparison with the pre-task planning condition with written prompt. Also, written prompt under no planning condition had a significant effect on complexity in comparison with the same planning condition with aural prompt. It was concluded that the planned conditions, concept mapping strategy and the received prompts had little effect on the test takers' writing performance.
ملخص الجهاز:
In pedagogic contexts, on the other hand, several studies on the effects of strategic planning on language production have shown fluency enhancement with more mixed results for complexity and accuracy (Ellis, 2009; Foster Skehan, 1996; Ortega, 1999, 2005; Sangarun, 2005; Skehan, 1998; Skehan Foster, 1997; Wendel, 1997; Wigglesworth, 1997; Yuan Ellis, 2003).
Therefore, the purpose of this study was to determine how pre-task planning, with the strategy of concept mapping applied during planning time in testing context, would affect EFL learners' writing test performance in terms of complexity, accuracy and fluency.
Ellis and Yuan (2004) who investigated the effect of pre-task and online planning on complexity, accuracy, and fluency of learners' second language narrative writing in classroom context, considered Levelt's (1989) speaking model and Kellog's (1996) writing model as counterparts.
Building on the above-mentioned theoretical and empirical rationales, the following research questions were formulated: RQ1: Does concept mapping strategy through aural and written prompt significantly affect test takers' writing production in terms of complexity, accuracy, and fluency?
Null Hypothesis: In light of the literature reviewed in the previous section, it is hypothesized that planning conditions and concept mapping strategy with aural and written prompts have no significant effects on test takers' writing production in terms of complexity, accuracy and fluency.
The effect of concept mapping strategy through aural and written prompts on test takers' writing production in terms of complexity, accuracy and fluency: Since concept mapping strategy had only been used in pre-task planning groups, the two-way ANOVA was carried out on each dependent variable to determine for which measures the differences were significant in pre-task planning condition (i.