Although there has been a significant amount of task-based research into the relationship between various design features, such as planning time, complexity, and repetition, and learners’ second language (L2) output and development, studies have resulted in varying findings on the quality and quantity of learner output (e.g. Ellis, 2005; Foster & Skehan, 1996; Yuan & Ellis, 2003). Seeking to add to this body of knowledge, this current project examines the relationships between differential pre-task planning times and learners' production (operationalized as accuracy, complexity, and fluency) in written synchronous text-chat. In addition, this study took a dynamic approach to measuring the relationship between pre-task planning time and task-based interaction on learners’ motivation and anxiety. Data collection is ongoing, with preliminary results suggesting interesting and nuanced differences in learners' performance based on pre-task planning time.