Current literature suggests that writing may better facilitate language learning than speaking practice alone, but direct empirical research demonstrating this is limited. Evidence is also limited as to whether grammar and vocabulary learned while writing can transfer to speaking. This study investigates the prediction that written planning, even more so than oral planning, leads to improved oral narratives. Thirty-four Spanish-speaking learners of English were randomly assigned to one of two groups: writing rehearsal or oral rehearsal; rehearsal being individual practice before the final task. The writing group composed a story ending in the written modality while the oral group rehearsed by narrating theirs out loud. Both groups recorded their oral story continuation task as the final product. In order to compare the impact of writing versus oral rehearsal on learners' subsequent oral performance, final narratives were examined using complexity, accuracy, and fluency measures. Results showed that the writing group produced more fluent and lexically diverse narratives than the speaking group but there was no effect on accuracy, and limited effects on grammatical complexity. The study concludes with pedagogical implications for using writing tasks to prepare students for oral tasks.Keywords: L2 writing, complexity, fluency, story continuation task (SCT), EFL, benefits of writing for speaking, pre-task planning, rehearsal.
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