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Abstract Studies of careful on-line planning in TBLT typically operationalize it by removing time pressure, assuming that extra time encourages careful planning and better performance. This study challenges that assumption by adopting the unforeseen situation approach: providing listener feedback between two consecutive performances. Sixty Chinese EFL learners were randomly assigned to pressured and unpressured groups and completed a narrative task. CAF measures were analyzed alongside self-reported on-line planning strategies. Results showed no significant between-group differences in CAF measures, except that the unpressured group produced significantly more long pauses (≥1,000 ms); the two groups also reported similar patterns of strategy use. These findings suggest that time availability alone may not be decisive; task design that creates incentives for careful on-line planning may be more critical. Pedagogically, the unforeseen situation approach may help learners practice real-time linguistic retrieval and revision, which are necessary for real-world communication.
Gu et al. (Mon,) studied this question.