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Title: The effects of planning time on Taiwanese college students' performance and strategy use in an integrated speaking task
Author: Tan, Yen-Lun
ISNI:       0000 0004 6059 7013
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2016
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The amount of planning time and the strategies use in integrated speaking tasks, require test takers to respond to a question by synthetizing information obtained reading and listening prompts, are under-researched, particularly in light of tasks' cognitive complexity. This study investigates planning time effects on the speaking performance of 67 Taiwanese college students and their strategy use when performing an integrated speaking task from the Test of English as a Foreign Language internet-based test (TOEFL iBT). A mixed methods research design was employed where students' performance under two pre-task planning time conditions (30 and 120 seconds) was video recorded and then followed by a stimulated recall session. An interview was also conducted for determining students' strategy use during the task. The speech samples were subsequently rated by three experienced English as a Foreign Language (EFL) teachers using rating measures for language use, delivery, and topic development derived from TOEFL iBT spea,king rubrics. Furthermore, the learners' lexical usage and fluency performance were computed and compared across both groups. The stimulated recall sessions were transcribed and coded by adapting Swain, Huang, Barkaoui, Brooks and Lapkin's (2009) coding scheme on TOEFL iBT strategy use in a second (as opposed to a foreign) language setting. The coded strategies were later enumerated to compare frequencies across planning time groups. The results reveal no significant differences in linguistic' measures, suggesting that the length of planning time might not be a sensitive factor influencing speaking performance. and strategic behaviors. Additionally, the two planning time groups showed similar use in affective, approach, and cognitive strategies yet different use in communication and metacognitive strategies. Furthermore, the affective strategy, Justifying Performance, is negatively correlated with 'test takers' speaking performance (rs range from -.43 to -.57) while the cognitive strategy, Writing Notes, is positively correlated (rs range from .39 to .54); however, the associations were weak and neither reached statistical , significance. The findings of this study shed light on EFL Jearners' strategy use and speaking performance while dealing with cognitively complex speaking tasks under different pre-task planning time conditions
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available