چكيده
To explore planning time effects in writing process, predictions of Skehan‟ s circumscribed attentional space model seek to tie working memory in L1 writing by Kellogg. The study uses between-group design to examine the combined effects of two types of task-based planning ,namely, pre-task and on-line planning, on complexity, accuracy, and fluency in composed texts by 60 homogeneous Iranian EFL learners under four conditions: without pre - task and on line planning time, without pre-task planning time and with careful online planning time, with pre-task planning and without careful online planning time, and with both pre-task and careful online planning time. In summary, the findings of the present study revealed that pre-task planning time doesn‟t influence complexity while on-line planning does have a detrimental effect on the level of complexity. The results also illustrated that equipping task performers with planning opportunity prior to task performance leads them to generate more fluent written discourse while provision of time within their operations upgrades the level of accuracy in the their outcome. Opportunity in advance and within task performance also enables participants to create more fluent and accurate written discourse. Employing planning as one of metacognitive strategies and self-regulation processes does have crucial role in the realm of pedagogy to achieve an advanced quality in writing. Teachers and syllabus designers can manage opportunity that learners have at their disposal to have students prioritize one aspect of language to achieve their goals. Overall, based on the present findings, resorting to some solutions like manipulating planning time in different condition, can compensate some limitations of the performing task such as low proficiency level of learners.
