- Home
-
Board
- Editorial Board
- Apply For Reviewer
-
Research Publishing Standards
- Guidelines
- Peer Review Policy
- Short Guide to New Editors
- Retraction Guidelines
- Research Institute
- Recommendations for the Board of Directors
- Editor Research Audit and Service Assessments
- Guidelines for Journals Publishers
- Code of Conduct for Journal Publishers
- Commandment in Social Media
- Suggestions
- Authorship Disputes
- Rights and Responsibilities
- Editors Home
- Visibility
- Information
- Apply for Editorial
- About
- Call for Paper
- Research Community
-
Journals
- Computer Science
-
Medical Research
- A: Neurology & Nervous System
- B: Pharma, Drug Discovery, Toxicology & Medicine
- C: Microbiology & Pathology
- D: Radiology, Diagnostic Imaging and Instrumentation
- E: Gynecology & Obstetrics
- F: Diseasescancer, ophthalmology & pediatric
- G: Veterinary Science & Veterinary Medicine
- H: Orthopedic & Musculoskeletal System
- I: Surgeries & Cardiovascular System
- J: Dentistry & Otolaryngology
- K: Interdisciplinary
- L:Nutrition and Food Science
- Engineering
- Science Frontier Research
- Management
-
Human-Social Science
- A: Arts & Humanities psychology, public administration, library sciences, sports, arts, media, music
- B: Geography, Environmental Science & Disaster Management
- C: Sociology & Culture
- D: History, Archaeology & Anthropology
- E: Economics
- F: Political Science
- G: Linguistics & Education
- H: Interdisciplinary
-
Fellow
-
Support
Account
×
The Impact of Pre-Task Planning on the Oral Production of Saudi EFL Learners
The motive of this paper was to examine the impact of pre-task planning on Saudi EFL learners and to find out how planning could influence their accuracy and fluency. The study also intended to investigate the different outcomes from guided and unguided planning. For this purpose, thirty-six Saudi EFL learners took part in this study. They have participated in Picture-Cued Storytelling Task PCST. The findings of the study revealed that guided planning made a minor influence on Saudi EFL learners’ accuracy. Fluency, on the other hand, was not affected positively by neither guided nor unguided planning.
