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d was more complexand fluent but less accurate.His conclusion was that planners use their planning timeto complexify the task by including more subordinate clauses with less accuracy.

Chapter Three Theoretical Framework ............................ 29

3.1 Flower & Hayes’ Writing Model ........................... 29

3.2 Cooperative Learning Theory ....................... 33

3.3 Cognition Hypothesis ............................. 37

Chapter Four Research Methodology ........................... 42

4.1 Research Questions ............................. 42

4.2 Research Participants ............................. 43

4.3 Research Materials ................................ 44

Chapter Five Results and Discussion ....................... 54

5.1 Results ......................................... 54

5.1.1 Students’ overall and specific writing performance .................. 54

5.1.2 The main effect of planning type on student's narrative writing performance .................. 57 

Chapter Five Results and Discussion

5.1 Results

The data from the writing tests for participants from simple task group andcomplex task group under individual and collaborative planning conditions wereanalyzed by SPSS26.0.The results are presented as follows.

5.1.1 Students’overall and specific writing performance

The participant’s overall and specific writing performances are presented in thefollowing tables.

Table 5.1 shows that,as for the simple task group,the average writing score inthe individual planning condition is 13.97,while in the collaborative planningcondition is 15.51.Therefore,we can conclude that in the simple task group,theaverage writing score in the collaborative planning condition is higher than theindividual planning condition.As for the complex task group,the average writingscore in the individual planning condition is 10.28,while in the collaborative planningcondition is 13.04.

Chapter Six Conclusion

6.1 Major Findings

This research has explored the effects of planning type and task complexity onjunior high school students’English narrative writing performance.The following partis a summary of the main findings based on the analysis of the collected data.

This study found that collaborative pre-writing planning can be particularlybeneficial for 9th-grade EFL learners with limited English proficiency,who mayrequire more assistance from others.The r kesults indicate that collaborating duringthe pre-task stage can help L2 learners generate and evaluate different ideas throughmutual interaction,resulting in better writing performance that goes beyond theirindividual interlanguage systems.However,it should be noted that,just like whatKirschner et al.(2011)proposed,in situations where task demands are high,sharingL2 knowledge through collaborative planning may be beneficial,even if it requirescognitive investment in these transactional activities.Conversely,when the task issimple enough to complete independently,the cost of transactional activities duringcollaborative本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。