Abstract This study was intended to compare collaborative and individual task planning effects on Iranian EFL learners’ writing performance. Therefore, a group of 90 upper intermediate EFL learners were placed in three groups of Collaborative Task planning, Indivi
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Abstract This study was intended to compare collaborative and individual task planning effects on Iranian EFL learners’ writing performance. Therefore, a group of 90 upper intermediate EFL learners were placed in three groups of Collaborative Task planning, Individual Task planning, and Control. In the experimental groups, participants were asked to do task planning collaboratively and individually. The first writing assignment was the pretest and the eighth one was the posttest. A rating scale which includes five equally weighted criteria for rating; namely, Organization, Content, Grammar, Mechanics, and Style as well as the Total score was used. After making sure about the inter-rater consistency, data were analyzed using one-way ANOVAs to examine the effects of task planning on EFL writing performance. Results indicated that task planning produced better writing performances in the experimental groups, when considering Total scores. Furthermore, the treatment was effective in Organization and Style. Nevertheless, it had no significant effects on Content, Grammar, and Mechanics. Results are in line with previous research on collaborative writing and task planning. However, the study was different because it made a distinction between collaborative and individual task planning. This study has practical implications for classroom practices and language teachers, and theoretical implications for a better understanding of sociocultural theories of second language learning.
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