Iranian EFL Learners’ Perceptions of L1 Pre-task Planning on Speaking Accuracy, Fluency, and Complexity

Hassan Galbat ¹ ( )
Farhad Fahandej Saadi ² ( )
Shahram Afraz ³ ( )

Submited date : 2025-02-19 Accepted date : 2025-03-28

Keywords: L1 Pre-Task planning, Perception, EFL speaking, accuracy, fluency, complexity, Iranian learners,

Abstract :

Abstract

This study examined Iranian EFL learners’ perceptions of L1 (Persian) pre-task planning on speaking performance—specifically accuracy, fluency, and complexity—within a Task-Based Language Teaching (TBLT) framework. A convergent parallel mixed-methods design was adopted, collecting quantitative and qualitative data concurrently to provide a holistic view. Quantitative data were gathered via a 15-item Likert-scale questionnaire completed by 100 intermediate learners, selected through convenience sampling from three Hormozgan language institutes, following two counterbalanced oral-opinion tasks in a 60-minute session. Qualitative data were collected simultaneously through semi-structured interviews with 15 participants, purposively chosen from the questionnaire respondents based on diverse perception scores to enrich insights, conducted within 1–2 days. Quantitative analysis, employing descriptive statistics and paired t-tests, showed a strong L1 planning preference, boosting accuracy and fluency, while thematic analysis of interviews highlighted enhanced confidence with L1 and L2 transition difficulties, with complexity perceptions mixed. Integrating these findings, L1 planning supports immediate oral proficiency and reduces anxiety in Iran’s low-exposure EFL context, though L2 proficiency limits complexity. These findings align with Cognitive Load Theory and Sociocultural Theory, offering context-specific pedagogical insights for incorporating L1 planning in TBLT practices while underscoring the need for strategies to bolster L2 complexity.

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