Speech samples were transcribed and coded. Data were collected from 77 undergraduates (L1: Chinese and L2: English) doing a video narrative task in English. The five conditions were two forms of strategic planning, two forms of on-line planning, and task repetition. It reports on an experiment containing five different types of planning and repetition conditions, each relevant to certain processes and stages of speech production. This chapter is concerned with an investigation of the underlying mechanisms of second language speaking. keywords: task-based language teaching (TBLT) L2 speaking performance task-related time pressure L2 proficiency hybrid online planning Affiliations The implications of these findings for language teaching and learning are discussed, particularly their relevance for the way a Conceptualiser-Formulator balance is important, and for the way proficiency can best be mobilised within task performance. In addition, L2 proficiency significantly predicted speech accuracy, specifically, among all other performance measures. The results show that the HOP group outperformed the Control group regarding speech accuracy and complexity, suggesting that this form of online planning, with content preparedness, helps improve speech accuracy and complexity. This study investigated L2 speaking performance under three different types of task-related time pressure, with a control (Control) group narrating a video at normal playing rate, an online planning (OP) group narrating the video at a slowed playing rate, and a hybrid online planning (HOP) group which combined online planning (a slowed playing rate) with content preparedness (through pre-watching the video).

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