The Effects of Planning on Accuracy in Argument/Compare and Contrast Writing of Iranian EFL Learners

ABSTRACT: This study investigated the effects of strategic planning and unpressured-within-task planning on foreign language written production in accuracy based on Kelloggʹs (1996) writing model. The participants were 24 EFL university students majoring the English language teaching. They were asked to write an argument/compare and contrast writing task based on a given topic under three different conditions. In the no-planning (NP) condition, participants were asked to write immediately after reading the topic within a limited span of time. In the strategic planning (SP) condition, the participants were given ten minutes to plan in advance but were asked to complete the task within a limited time. In the unpressured within-task planning (WTP) condition, the participants were asked to write down their text immediately after reading the topic but encouraged to cope carefully their sentences before writing them down. No time limit was allotted to this group. After performing the writing task, participants in all three groups completed a questionnaire and were interviewed. Writings were evaluated on quantitative and qualitative measures covering the area of accuracy. ANOVA tests revealed that SP participants achieved statistically greater levels in one variable of accuracy than the two other groups. Data from questionnaires and interviews helped interpret the results. The findings of this study indicate that EFL learners benefit from planning in terms of accuracy.