Abstract: This study aims to explore the effects of planning conditions on the oral production of English majors when performing structured vs. unstructured tasks. It adopted a quasi-experimental design and was conducted on 32 sophomores at teriary level. Results show that 1) planning time has no impact on the accuracy and fluency of the learners’ oral performance, but leads to more complex performances when learners perform the unstructured task; and 2) task structure does not affect the accuracy and complexity while promoting the fluency of the learners’ oral performance under the planned condition.