The Effects of Strategic Planning and Topic Familiarity on Iranian Intermediate EFL Learners’ Written Performance in TBLT

Abstract

Task-based language teaching is recently the most frequently used method in second language instructions. The current study has focused on two main factors that have been proposed in TBLT, i.e. strategic planning and topic familiarity. It aims to investigate the effect of manipulation of strategic planning and topic familiarity on EFL written task performance. The participants were 80 intermediate female learners of English as a foreign language from a private language institute in Urmia, Iran. All of the written productions were coded using three measures covering accuracy, fluency and complexity. Using SPSS software, ANOVA have been used to analyze the collected data. The findings of this study carry significant pedagogical implications for task and syllabus designers, second language teachers and testers and also SLA researchers.