Planning in the writings of Saudi EFL learners at the college of languages and translation at KSU

This study conducted & submitted in partial fulfillment of the requirements for the Master's Degree in Applied Linguistics in the Department of English Language and Literature, College of Arts, King Saud University, 1429H - 2008GThis study investigated the effects of strategic planning and unpressured withintask planning on second language written production in fluency, complexity, and accuracy based on Kellogg's (1996) writing model. The participants were 30 Saudi male level-eight, EFL full-time students of the College of Languages and Translation, King Saud University. They were asked to write a story based on a series of pictures given to them. In the no-planning (NP) condition, participants were asked to write the story immediately after looking at the pictures within a limited span of time. In the strategic planning (SP) condition, the participants were given ten minutes to plan in advance but were asked to complete the task within a limited time. In the unpressured within-task planning (WTP) condition, the participants were asked to write down the story immediately after looking at the pictures but encouraged to take as much time as needed to complete the task. Writings were evaluated on seven measures covering the areas of fluency, complexity, and accuracy. ANOVA tests revealed that the NP and SP participants achieved statistically greater levels in one variable of fluency than the WTP participants. No statistically significant differences were found among the three groups in complexity and accuracy. Data from questionnaires and interviews helped interpret the results. The findings of this study indicate that Saudi EFL learners do not apply the self-regulation processes of writing, including planning, that are applied by skilled writers. The study suggests a new instructional approach dedicated to the development of the self-regulatory skills of Saudi EFL writers