This study investigates the impact of task structure and strategic
planning on oral performance. Sixty four upper-intermediate learners of
English were randomly selected and assigned to two groups: with pre-task
planning and without pre-task planning. Each participant then was asked
to narrate two stories (structured vs. unstructured) based on cartoon
scripts. The structured task had a problem-solution structure in which
the events could not be reordered without compromising the story, while
the unstructured task lacked a problem-solution structure and its events
could easily be rearranged without losing coherence. The planners were
given five minutes to plan their performance, while the non-planners had
no time to plan and performed the tasks 30 seconds after they received
the cartoon scripts. The data were recorded, transcribed and coded to
measure the accuracy, fluency and lexical complexity of participants'
performance. Results indicated that the structured task led to a more
fluent performance under the planned condition, while accuracy and
complexity remained unaffected. Under unplanned condition, all three
variables, accuracy, fluency and complexity, remained unaffected.