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Volume 10,Issue 9

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21 October 2025
The Impact of Pre-Task Planning Intervention on Learners’ Oral Communication: A Study Based on the Controlled Experiment Method
Balihaxi Muheyati ,  Maoqiong Liu
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1 School of International Economics and Trade, Xinjiang University of Finance and Economics, Urumqi 830012, Xinjiang, China,
2 School of Foreign Languages, Qiongtai Normal University, Haikou 571127, Hainan, China,
JCER 2025 , 9(9), 202–210; https://doi.org/10.26689/jcer.v9i9.12422
© 2025 by the Authors. Licensee: Bio-Byword Scientific Publishing Pty Ltd, Australia. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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Abstract

The “Belt and Road” initiative has led to a diversified and increasing demand for international talents, signifying that current foreign language teaching needs to promote the integration and interaction of online and offline methods, deeply reform classrooms, and innovate learner-centered teaching models. A survey of the language abilities of university students at 9 border-region institutions revealed that oral expression skills were the weakest among the five measured dimensions: listening, speaking, reading, writing, and translation. Given this situation, this study employed a controlled experiment to explore and analyze the impact of pre-task planning intervention on students’ learning attitudes, learning strategies, and oral communication abilities, aiming to provide insights for improving overall oral communication teaching.

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