The purpose of this study was to determine if different types of planning allotted to young EFL learners can promote oral performance in fluency. The subjects of the study were 72 elementary-aged English learners. They were asked to describe a series of pictures and then recounted the story in the pictures. Planning was implemented at six different levels. Subjects were required to complete the task within a limited span of time. Transcripts of oral narratives were evaluated on two measures incorporating the areas of fluency. Two-way ANOVA tests revealed that fluency was affected by both types of instructions and lengths of pre-task planning time respectively. Subjects who were given the specific instructions achieved significantly greater fluency than those who were provided with the general instructions. In terms of different length of planning time, subjects who had an opportunity to plan an oral narrative in advance, regardless of lengths of time, produced more fluent language than non-planners. The findings of the research show that providing the proper amount of the pre-task planning time and specific instructions can significantly increase the fluency of oral performance of young EFL learners. (Woosong University) Key Words: TBLT, pre-task planning activities, planning.