Abstract: The present study is carried out in order to provide deeper insights into the differential effects of pre-task planning time conditions on Iranian EFL learners' narrative writing production (accuracy, fluency, and complexity). To this end, three intact classes comprising 70 EFL language learners, studying in private language institutes in Iran, were randomly assigned to either no pre-task planning, 5 minute pre-task planning or 10 minute pre-task planning conditions. Analysis of the written narratives and the results of a series of one-way ANOV...
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Topics: 
Mathematics education
Cognitive psychology