Impact of task preparedness on L2 oral performance and strategy use

The present study sets out to explore the effects of pre-task planning and unpressured on-line planning on L2 learners’ oral performance and their choices of planning strategies in a dialogic task condition. Forty-eight intermediate Chinese EFL learners were invited to perform the task and were then assigned to four groups, each with a different planning condition. Complexity, accuracy, and fluency of their oral production were measured. Results indicated that in the dialogic task condition, unpressured on-line planning raised syntactic complexity. Strikingly, pre-task planning did not improve L2 performance in all dimensions. Additionally, a trade-off effect was found between complexity and accuracy. Retrospective interviews were conducted to explore strategies employed by the participants and their perceptions of task preparedness. Results showed that the participants preferred to use metacognitive strategies and social/affective strategies in the dialogic task. Both advantages and limitations were identified by the participants regarding different planning conditions.

Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

This study compared English L2 writers’ (N = 111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants’ integrated essays were scored according to the CAEL writing bands by raters at Paragon Testing Inc. The effect of planning condition on the participants' planning time, writing time, and integrated writing scores were analyzed using MANOVA. The student interviews were analyzed using thematic content analysis. The results indicated that planning time was the only variable impacted by planning condition, with students in the required self-timed planning condition taking more time to plan before beginning to write. Students’ perceptions about prewriting planning are discussed in terms of implications for the teaching and assessment of L2 integrated writing.

The impact of collaborative planning of an oral task on learners’ language performance in an EFL context

Learning a new language is permeated by several cognitive processes which are believed to demand a high load of attentional resources during oral performance (SKEHAN, 2014). Strategic (ELLIS, 2005) and collaborative planning (SWAIN, 2000) appear as an alternative to lower these demands. In the light of Task Based Language Teaching (TBLT) (COOK, 2011; EAST, 2017) and aiming at contributing to this background, in this study, an oral task was elaborated with the purpose to analyze the performance of basic speakers of English as a Foreign Language from a language course in an oral task under two different conditions: after individual and collaborative strategic planning. Fourteen students were divided into two groups: four pairs planned collaboratively, and six students planned individually. Both groups had ten minutes to plan, followed by a few minutes to record their messages. Participants also answered a perception questionnaire concerning the activity. Statistical results indicated that students performing under the peer-planning condition had higher scores in all three measures of adequacy: organization, convincingness, and clarity than students performing under the individual-planning condition, which was confirmed by the results of the independent t-test. Furthermore, qualitative results showed that most students appeared to enjoy the task, especially the ones who performed under the peer-planning condition. These contributions bring important implications for classroom, allowing teachers to acknowledge collaborative strategic planning as a valuable tool.

EFFECTS OF STRATEGIC AND UNPRESSURED WITHIN-TASK PLANNING ON IRANIAN INTERMEDIATE EFL LEARNERS’ ORAL PRODUCTION

Background/Purpose: This study is an attempt to investigate the effect of strategic planning and unpressured within-task planning on Iranian EFL learners’ oral performance. Methodology: Following a quasi-experimental research design, 60 intermediate EFL Iranian learners were recruited as the participants of the study and they were assigned into two groups of 30. In group one, the participants were asked to perform the task under unpressured online planning condition. In group two, the learners were asked to do the task under strategic planning condition. The pre and post-tests included story-telling narratives tasks followed with a 15-minute silent movie under two planning conditions for the two groups. Findings: The results of data analysis showed that pre-task strategic planning and within-task planning (online planning) had a positive effect on learners’ oral production; hence, planning time provided opportunity for learners to be able to produce more fluent, accurate, and complex language than no-planners. The results indicated that the participants in the strategic planning group (STPG) significantly outperformed the participants in unpressured within-task-planning (UWPG), leading us to claim that strategic planning was more effective than unpressured within-task planning in improving oral production. Contributions: This study has numerous benefits for language teachers and specialists in content production. Teachers should incorporate strategic planning in their regular teaching programs to encourage learners to balance their level of speech. Moreover, providing learners with the ability to plan the success of a task allows them to create a more fluent and nuanced language. Keywords: Accuracy, complexity, fluency, strategic planning, unpressured within-task planning. Cite as: Bakhtiary, M. R., Rezvani, E., & Namaziandost, E. (2021). Effects of strategic and unpressured within-task planning on Iranian intermediate EFL learners’ oral production. Journal of Nusantara Studies, 6(2), 97-115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-115

Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?

This study attempts to widen our understanding of how manipulating pressured online task planning affects L2 oral fluency. The principal aim of this study is to investigate the effect of reducing time pressure on L2 learners’ oral speech production while performing video-based narrative tasks in terms of fluency. The study adopted a video-based narrative task to elicit spoken data from forty secondary school students. Online planning was operationalised through slowing down the video clip in the + online planning condition. Measures of breakdown and repair fluency were adopted to capture learners’ oral fluency. The findings revealed that online planning had a positive effect on L2 oral fluency regarding the number of filled pauses. Whereas it had a negative impact on fluency regarding mean length of silent pauses. No effect was found regarding number of silent pauses and disfluencies. The results will be discussed and pedagogic implications will be proposed.

Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?

This study attempts to widen our understanding of how manipulating pressured online task planning affects L2 oral fluency. The principal aim of this study is to investigate the effect of reducing time pressure on L2 learners’ oral speech production while performing video-based narrative tasks in terms of fluency. The study adopted a video-based narrative task to elicit spoken data from forty secondary school students. Online planning was operationalised through slowing down the video clip in the + online planning condition. Measures of breakdown and repair fluency were adopted to capture learners’ oral fluency. The findings revealed that online planning had a positive effect on L2 oral fluency regarding the number of filled pauses. Whereas it had a negative impact on fluency regarding mean length of silent pauses. No effect was found regarding number of silent pauses and disfluencies. The results will be discussed and pedagogic implications will be proposed.

EDUCATIONAL TOURISM AND EDUCATIONAL MIGRATION: ECONOMIC ESSENCE AND DISTINCTIONS

The mobility of human resources, which arises under the influence of various reasons, is characteristic of any stage of human development, which in modern conditions under the influence of globalization acquires special proportions. Among the traditional reasons for such spatial movements is not only the search for better living conditions and earnings, but also the desire for new experiences and knowledge. Thus, one of the main forms of mobility is tourism and migration. The growing role of education as one of the main goals of sustainable development ensures its development in the international space, which is associated with such phenomena as educational tourism and educational migration. Despite the existing developments in this topic, their economic essence and differentiation is not fully understood, which determines the relevance of this study and its main purpose. As a result, on the basis of semantic analysis, the essence of tourism and migration as basic categories was studied first, then moving on to educational migration and educational tourism. The theoretical analysis of the economic essence revealed that both terms imply the spatial movement of human resources in order to obtain educational services, which are forms of a broader concept of "academic mobility". In order to distinguish them, the following features are identified: conditional duration, planning, condition of return to the country of residence, condition of employment in the country of travel, obtaining a supporting document of training, voluntary nature, legal status and right to residence. The main difference is identified by the conditional duration, which is short-term for educational tourism and long-term for educational migration. In other respects, they are similar with minor modifications: for example, the condition of employment in the country of travel is fulfilled for educational migration only in the form of part-time study, or the condition of obtaining a certificate confirming training varies for tourism depending on the form of educational service (formal or informal). , which may or may not have a certain diploma, certificate); the legal status of a person is manifested as an emigrant and a tourist with different documentation and the right to reside. The obtained developments are important for further study of this issue and terminological and normative delimitation of educational tourism and educational migration for the proper organization of public policy in these areas.

Fuzzy Object-Oriented Database for Big Data

Due to the huge amount of uncertain data collection, mankind facing a colossal amount and fast data having such a composite configurations. The data can be transact on the web and manually exchanges, interpersonal organizations and through our everyday life exercises. A very helpful result of designing an appropriate Big Data in different zones, for example, medical services, human services, executives and administrators. Managing the Big Data efficiently, new investigation perspective has been secured at this point the viewpoints about huge information (Big Data) requires extra-long stretch innovative interests. The Fuzzy Logic s have been implemented here for Big Data because of their capacities to handle the vagueness and uncertainties in the information. A couple of imaginative approach for Big Data processing is presented previously. To abbreviate the current duties and extant a point of view of further enhancements. We survey the different examinations and concentrated on that there are constrained Fuzzy systems have been adopted in large information (Big Data preparing. We also examine the various advantages of Fuzzy Logic s in large information (Big Data) issues. Therefore in this paper a Fuzzy object-oriented database is designed for Big Data and perform some Fuzzy queries to check the performance of the designed Fuzzy object-oriented database. We focused on the continuously propelled augmentations of Fuzzy sets and their blends in with various contraptions could offer a novel promising planning condition

The influence of pre-task planning on speed and breakdown fluency

The main purpose of this study is to investigate the effects of pre-task planning on L2 fluency performance by measuring the temporal variables. Performing a picture description task, two groups of thirty-seven students were given 10 minutes of planning time and no planning time before the performance, respectively. The temporal fluency variables are extracted by means of the PRAAT speech analysis program in order to be automatically measured for evaluation purposes. Fluency is operationalized as speed fluency (i.e. speech rate and articulation rate) and breakdown fluency (i.e. average pause duration and number of pauses). The results indicate that no significant difference is found when comparing the non-planning and planning condition for each temporal variable. Presumably, the chosen task type containing highly frequent lexemes does not seem to impose increased conscious attention on the part of the more proficient speakers, and thus the formulation and articulation can, to a high degree, run in parallel. Based on the observed results, a modified task design is proposed, i.e. guided pre-task planning directed to attend to less frequent formulae as vocabulary or lexical items for everyday contexts, having a clear potential as a pedagogic device, aiming at activating relatively underused vocabulary and promoting ultimate fluency in the temporal sense.

Hubungan Perubahan Tata Guna Lahan dengan Debit Air Limpasan pada Kawasan Hunian Pantai Indah Kapuk 2

<p>The construction of the residential and commercial area of Pantai Indah Kapuk (PIK) 2 Cluster “D” is located in the part of two sub-district, which is Sub-district of Kosambi and Sub-district of Teluknaga. PIK 2 Cluster “D” has an area of 508,59 Ha. With the construction of PIK 2 Cluster “D”, there will be a change of land use and an enchancement of run off water. The relationship between the change of land use and the enhancement of run off water can be seen from run off peak deviation for reset time T year (Q_r) on existing condition with planning condition after the change of land use. The method used is the rational method which is estimating run off peak. There is an enhancement off run off coefficient value (C) on existing condition about 0,46 and 0,81 on planning condition which causing an enhancement off run off peak in planning area as the effect of the change of land use as Q = 87,59 m³/second. The enhancement of run off coefficient value as the effect of the change of land use is directly proportional with the enhancement of run off peak in case study residential and commercial area of PIK 2 Cluster “D”.</p>