Abstract

The motive of this paper was to examine the impact of pre-task planning on Saudi EFL learners and to find out how planning could influence their accuracy and fluency The study also intended to investigate the different outcomes from guided and unguided planning For this purpose thirty-six Saudi EFL learners took part in this study They have participated in Picture-Cued Storytelling Task PCST The findings of the study revealed that guided planning made a minor influence on Saudi EFL learners accuracy Fluency on the other hand was not affected positively by neither guided nor unguided planning