Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
IRAL - International Review of Applied Linguistics in Language Teaching, ISSN: 1613-4141
2024
- 3Captures
Metric Options: Counts1 Year3 YearSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Captures3
- Readers3
Article Description
The present study seeks to investigate the effect of repeated pre-task planning on young learners’ written production of three problematic aspects of English grammar (the present simple third-person singular -s; the possessives his/ her; and the personal pronouns he/she), and the overall quality of their writings. Thirty-three dyads of Basque-Spanish learners of English as a Foreign Language (EFL) from the sixth year of the primary education level (aged 11–12) performed a series of picture-prompted narration tasks in three different planning conditions: guided-planning (GP), unguided-planning (UP) and no-planning (NP). Their written production was compared in pre-, post- and delayed post-tests. Results showed statistically significant gains for the GP group, supporting the claim that repeated practice involving pre-task explicit grammar instruction might benefit young EFL learners, even though not all the target forms under analysis improved.
Bibliographic Details
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know