2007. ‘Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research’ in
Complexity, Fluency and Accuracy and Fluency in Second Language Use, Learning and Teaching. Brussels: VWK, pp. 207-226
Editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
Summary: This chapter provides a meta-analysis of the results of six studies undertaken by the authors over a number of years into L2 task design and implementation conditions
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
Summary: This chapter provides a meta-analysis of the results of six studies undertaken by the authors over a number of years into L2 task design and implementation conditions
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2005. ‘Pre-task and on-line planning: The influence of surprise information and task time on second language performance’ in
Planning and Task Performance in a Second Language. Amsterdam: Benjamins, pp. 193-216
Book editor(s): Ellis, R.
ISBN: 90 272 1962
Summary: This chapter reports a study into the effects of task type and implementation conditions on learner performance, showing that the time given for a task has a strong influence on how it is performed.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
Book editor(s): Ellis, R.
ISBN: 90 272 1962
Summary: This chapter reports a study into the effects of task type and implementation conditions on learner performance, showing that the time given for a task has a strong influence on how it is performed.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)
2005. ‘Strategic planning, task structure and performance testing’ in
Planning and task performance in a second language. Amsterdam: John Benjamins, pp. 239-277
Book editor(s): Ellis, R.
ISBN: 90-272-1961-3
Summary: Planning has proved to have positive effects on language learners' performance on tasks. This study sets out to investigate the effects of strategic planning on learners' accuracy, complexity and fluency of performance.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Ellis, R.
ISBN: 90-272-1961-3
Summary: Planning has proved to have positive effects on language learners' performance on tasks. This study sets out to investigate the effects of strategic planning on learners' accuracy, complexity and fluency of performance.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
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