Second Persent

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1. The document summarizes a research study that examined the impact of planning time (0, 2, and 5 minutes) on English language learners' task-based interactions. 2. The results showed that providing more planning time was associated with increased linguistic production, accuracy, and complexity of sentences. However, fluency only showed minor differences between planning conditions. 3. There were limitations to generalizing the findings beyond the specific ESL context and picture description tasks used in the study.

Technology Education

The impact of planning time on children’s task-based interactions Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu November 17, 2008

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Contents I. Introduction II. Methodology III. Result IV. Limitation V. Reflection VI. About my research

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Introduction Meaning Particular forms Complex patterns Speaking Focus Fluency Accuracy Complexity

Research Questions ,[object Object],[object Object],[object Object],Giving more pre-task time will be more benefit to task- based linguistic production.

Research Questions ,[object Object],For fluency, there are a few differences under 0 min, 2 mins and 5 mins. For accuracy, students speak accurately when giving more time to plan. For complexity, students can use more complex sentences when giving more time to plan.

Methodology 42 ESL learners Australia Over three weeks Descriptive analysis & T-test Observation Picture Descriptions 21 dyads participants Participants Place Time Quantitative Qualitative Materials Data collection

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Limitation ,[object Object],[object Object],[object Object],Animals shapes Math Zoo

Reflection Why lexical complexity under 0 min planning time got higher percentage than 2 mins and 5 mins? ?

About my research An investigation of learning anxiety in oral conversation class English major students: 50 sophomores and 50 juniors at CYUT The scale for foreign language anxiety, interview and observation Topic Participant Method

A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.

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