Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context

This chapter examines how first language (L1) use in language classes in Iran relates to cognitive and affective engagement in second language (L2) use. Three groups of learners were observed over two class sessions. In the first, the teacher and learners used the L1 as they saw fit. In the second, they avoided using the L1. Effects on multiple measures of language use are examined, and implications for implementing tasks are discussed. Tasks can be used in diverse language teaching contexts and for various purposes. They can also be implemented in different ways depending on the purposes for which they