The effects of the medium of planning on the written performance in an EFL context.

Chan, Ying Shan.Thesis submitted in: October 2006.Thesis (M.Phil.)--Chinese University of Hong Kong, 2007.Includes bibliographical references (leaves 112-117).Abstracts in English and Chinese; appendix also in Chinese.ACKNOWLEDGEMENT --- p.iABSTRACT IN ENGLISH --- p.iiABSTRACT IN CHINESE --- p.ivLIST OF TABLES --- p.vLIST OF FIGURES --- p.viChapter CHAPTER ONE --- INTRODUCTION --- p.1Chapter 1.1 --- Introduction --- p.1Chapter 1.2 --- Statement of Problem --- p.3Chapter 1.3 --- Purpose and Method of Study --- p.4Chapter 1.4 --- Significance of the Study --- p.6Chapter 1.5 --- Organization of the Dissertation --- p.7Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.8Chapter 2.1 --- Introduction --- p.8Chapter 2.2 --- Previous Research on Planning and Oral Performance --- p.9Chapter 2.2.1 --- Conceptual Framework of Planning Studies --- p.9Chapter 2.2.2 --- Aspects of Linguistic Performance --- p.10Chapter 2.3 --- The Role of Planning in Writing --- p.13Chapter 2.3.1 --- Writing Models --- p.14Chapter 2.3.2 --- The Role of L2 in Writing Models --- p.16Chapter 2.3.3 --- The Role of L1 in L2 Writing --- p.18Chapter 2.4 --- Different Types of Planning --- p.22Chapter 2.5 --- The Importance of Planning --- p.23Chapter 2.6 --- The Relationship between Planning and Written Performance --- p.24Chapter 2.6.1 --- Planning Types --- p.26Chapter 2.6.2 --- Research on Pre-task Planning --- p.26Chapter 2.6.3 --- Research on Online Planning --- p.27Chapter 2.6.4 --- Other Research --- p.28Chapter 2.7 --- Chapter Summary --- p.29Chapter CHAPTER THREE --- METHODOLOGY --- p.30Chapter 3.1 --- Introduction --- p.30Chapter 3.2 --- Safeguards for the Research Design --- p.31Chapter 3.2.1 --- Classroom Situation --- p.32Chapter 3.2.2 --- Purposeful Sampling --- p.33Chapter 3.2.3 --- Voluntary Participation and Guarantee of Anonymity --- p.33Chapter 3.3 --- The Participants --- p.33Chapter 3.4 --- Sources of Data --- p.38Chapter 3.4.1 --- Pre-task Questionnaires --- p.39Chapter 3.4.2 --- Written Products --- p.39Chapter 3.4.3 --- Reflective Questionnaires --- p.40Chapter 3.4.4 --- Semi-structured Interviews --- p.40Chapter 3.5 --- Procedures of Data Collection --- p.41Chapter 3.5.1 --- Selecting the Subjects --- p.41Chapter 3.5.2 --- Gathering the Basic Information of the Participants --- p.42Chapter 3.5.3 --- Conducting Pilot Studies --- p.43Chapter 3.5.4 --- Writing Sessions --- p.44Chapter 3.5.5 --- Semi-structured Interviews --- p.47Chapter 3.5.6 --- Collecting Questionnaires and Written Products --- p.48Chapter 3.6 --- Analysis of the Data --- p.48Chapter 3.6.1 --- Eliciting the Questionnaires and Interviews --- p.48Chapter 3.6.2 --- Analyzing the Written Products --- p.49Chapter 3.6.3 --- Processing the Data --- p.52Chapter 3.7 --- Chapter Summary --- p.52Notes --- p.53Chapter CHAPTER FOUR --- RESULTS --- p.55Chapter 4.1 --- Introduction --- p.55Chapter 4.2 --- Effects of the Medium of Planning on Written Performance --- p.55Chapter 4.2.1 --- The Effects of Task Sequences on Written Performance --- p.55Chapter 4.2.2 --- The Effects of the Medium of Planning without the Consideration of Proficiency --- p.57Chapter 4.2.3 --- The Effects of the Medium of Planning with the Consideration of Proficiency --- p.59Chapter 4.2.4 --- The Effects of the Medium of Planning and Proficiency Level on Written Performance --- p.65Chapter 4.3 --- The Comparison between Two Proficiency Groups on Each Task --- p.67Chapter 4.4 --- Questionnaires and Interviews --- p.73Chapter 4.5 --- Chapter Summary --- p.75Chapter CHAPTER FIVE --- FINDINGS AND DISCUSSION --- p.77Chapter 5.1 --- Introduction --- p.77Chapter 5.2 --- The Relationship between the Medium of Planning and Written Performance --- p.77Chapter 5.2.1 --- The Effects of the Medium of Planning on Fluency --- p.78Chapter 5.2.2 --- The Effects of the Medium of Planning on Accuracy --- p.88Chapter 5.2.3 --- The Effects of the Medium of Planning on Complexity --- p.92Chapter 5.3 --- Comparison of the Two Proficiency Groups on Each Task --- p.94Chapter 5.3.1 --- Two Groups Performing in English Task --- p.94Chapter 5.3.2 --- Two Groups Performing in Chinese Task --- p.96Chapter 5.4 --- Chapter Summary --- p.100Chapter CHAPTER SIX --- "CONCLUSION, IMPLICATIOINS AND RECOMMENDATIONS" --- p.102Chapter 6.1 --- Introduction --- p.102Chapter 6.2 --- Conclusion of the Study --- p.102Chapter 6.3 --- Implications for Teachers --- p.105Chapter 6.3.1 --- Ways to Improve Fluency --- p.106Chapter 6.3.2 --- Ways to Improve Accuracy --- p.108Chapter 6.4 --- Limitations and Recommendations --- p.109Chapter 6.5 --- Chapter Summary --- p.110REFERENCES --- p.112APPENDICES --- p.11