Role of Pretask planning Time in EFL Learners’ Spoken Performance: The Case of Error-Repair, Appropriacy-Repair, and Different Information- Repair

Jafar Entezari, Mohammad Reza Talebinezhad


This study was an attempt to investigate the effect of pretask planning time on repair in oral performance among Iranian intermediate EFL Learners. 60 male and female EFL learners whose level of proficiency was determined through administering an Oxford Placement Test (OPT) participated in this study. They were divided into 3 groups: 1) group with no pretask planning time, 2) group with five minute pretask planning time, and 3) group with ten minute pretask planning time. The instrument utilized in this study was an oral test through which different types of repairs were identified and further analyzed. A number of chi-square tests were performed to determine whether there were significant differences in three kinds of repairs: error-repair, appropriacy-repair, and information- repair in EFL learners’ performance in the three groups. The results revealed that groups with time for pretask planning have fewer repairs than the group with no time, but there was no significant difference in groups with different pretask planning time. The outcome of this study can be used by curriculum developers and English language teachers to consider the importance of a pretask planning in a task-based syllabus.


Repair, Error-repair, Appropriacy-repair, Different information-repair

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