This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact online classrooms were separated into pairs and performed second language (L2) problem-solution monologue tasks in two conditions. The first condition involved collaborative strategic planning in the second language (L2SP), which was followed by a task rehearsal; the second condition involved collaborative strategic planning in the first language (L1SP), which was followed by a task rehearsal. Task performances were analysed in terms of idea units generated and, by examining strategic planning transcripts and planning worksheets, were coded for how they were prepared. As a measure of problem-solving creativity, ideas used in task performances were coded in terms of their novelty. Findings revealed a non-significant difference between the number of ideas used in each planning condition. However, performances that followed L1SP and rehearsal contained ideas that were significantly more novel/rare than performances that followed L2SP and rehearsal. The L1SP condition led to more planned and rehearsed ideas used in performances than the L2SP condition, which likely meant learners spent more time refining and formulating language to express L1-generated ideas, leading to more creative solutions to the task problem. A content analysis of post-task questionnaire responses revealed that learners perceived L1SP to be beneficial in terms of conceptualizing ideas while L2SP was perceived to be beneficial in terms of formulating language. Additionally, learners felt that online synchronous communication facilitated collaboration during planning. These findings are discussed in terms of using the L1 as a tool to enhance creativity in L2 tasks and using online tools to enhance collaboration during pre-task planning.

本研究考察了在在线课堂中以不同语言条件进行战略规划时，协作式任务前战略规划以及排练对任务执行中使用的内容的数量和新颖性的影响。来自两个完整在线教室的 40 名英语作为外语 (EFL) 的日本大学生被分成两组，并在两种条件下执行第二语言 (L2) 问题解决独白任务。第一个条件涉及第二语言的协作战略规划（L2SP），然后是任务排练；第二个条件涉及以第一语言（L1SP）进行协作战略规划，然后是任务排练。根据产生的想法单元分析任务绩效，通过检查战略规划成绩单和规划工作表，对它们的准备方式进行了编码。作为解决问题创造力的衡量标准，任务执行中使用的想法是根据它们的新颖性进行编码的。调查结果显示，在每个规划条件中使用的想法数量之间没有显着差异。然而，L1SP 和排练之后的表演所包含的想法比 L2SP 和排练之后的表演更加新颖/罕见。与 L2SP 条件相比，L1SP 条件导致在表演中使用更多有计划和排练的想法，这可能意味着学习者花费更多时间来提炼和制定语言来表达 L1 产生的想法，从而为任务问题带来更多创造性的解决方案。对任务后问卷响应的内容分析表明，学习者认为 L1SP 在概念化想法方面是有益的，而 L2SP 在形成语言方面被认为是有益的。此外，学习者认为在线同步交流促进了规划期间的协作。这些发现在使用 L1 作为提高 L2 任务创造力的工具和使用在线工具在任务前计划期间加强协作方面进行了讨论。