Abstract:

The present study set out to explore the effects of task rehearsal (TR), unguided strategic planning (USP), and pressured on-line planning (POP) on the accuracy of Iranian EFL intermediate learners' written production. First of all, 102 learners were selected after participating in the NELSON test from among 150 intermediate learners from Goldis language institute. Then, they were non-randomly assigned to three experimental groups and one control group. All participants in four groups performed a written narrative task, based on two topics as a pre-test, ten sessions of treatment, and at the end they were asked to write a narrative paragraph based on two different topics, Participants in the first experimental group (TR) were required to write a narrative based on the pictures they were shown and repeated the performance for ten sessions with different pictures. In the second experimental group (USP), participants were given 10-minute for planning before performing the narrative task. Finally, learners in the third experimental group (POP) were asked to perform the task within the time limitation of 17 minutes. All participants' performance was then analyzed and measured in terms of accuracy. According to the findings of the study, no statistically significant enhancement in accuracy was achieved.

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