This chapter compares the impact of task repetition and procedural repetition on Korean EFL learners’ (n = 48) attention to linguistic form during collaborative tasks. Two EFL classes were randomly assigned to carry out three collaborative tasks with either task repetition or procedural repetition. Learners’ perceptions about task performance were elicited through questionnaires and a semi-structured interview with the instructor. The learners’ task interaction was analyzed in terms of language-related episodes (LREs), and the questionnaire and interview responses were analyzed qualitatively. Results indicated that repeating the same task procedure was useful for encouraging LREs, especially when different content was provided each time. Implications for research and teaching are discussed.
2024. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form. Applied Linguistics Review 15:3 ► pp. 793 ff.
Hanzawa, Keiko & Yuichi Suzuki
2023. How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment. The Modern Language Journal 107:2 ► pp. 451 ff.
Kheirzadeh, Shiela & Maryam Malakootikhah
2023. The Role of Content and Procedural Repetition in EFL Learners’ Reading Performance. Journal of College Reading and Learning 53:2 ► pp. 131 ff.
Nguyen, Huu Thanh Minh, Hang Le Thanh Nguyen, Ngoc Mai Vo & Nguyen Khanh Huynh
2023. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance. International Review of Applied Linguistics in Language Teaching
Aubrey, Scott, Jim King & Haydab Almukhaild
2022. Language Learner Engagement During Speaking Tasks: A Longitudinal Study. RELC Journal 53:3 ► pp. 519 ff.
Lambert, Craig, Scott Aubrey & Paul Leeming
2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2 ► pp. 331 ff.
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3 ► pp. 275 ff.
Kim, YouJin, Sanghee Kang, Hyunae Yun, Binna Kim & Bumyong Choi
2020. The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar. Foreign Language Annals 53:4 ► pp. 827 ff.
Nguyen, Bao Trang Thi & Jonathan Newton
2020. Learner proficiency and EFL learning through task rehearsal and performance. Language Teaching Research 24:5 ► pp. 588 ff.
Azkarai, Agurtzane & Rhonda Oliver
2019. Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal 47:3 ► pp. 269 ff.
Hsu, Hsiu-Chen
2019. The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal 47:2 ► pp. 172 ff.
2018. The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements. The Language Learning Journal 46:4 ► pp. 470 ff.
Hartwick, Peggy
2018. Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts. ReCALL 30:2 ► pp. 161 ff.
Kim, YouJin, Scott A. Crossley, YeonJoo Jung, Kristopher Kyle & Sanghee Kang
2018. Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study. Language Teaching Research 22:2 ► pp. 169 ff.
2017. Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions. TESOL Quarterly 51:3 ► pp. 661 ff.
2022. The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology 13
Azkarai, Agurtzane & María del Pilar García Mayo
2017. Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research 21:4 ► pp. 480 ff.
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4 ► pp. 454 ff.
Erlam, Rosemary & Malcom Pimentel-Hellier
2017. Opportunities to attend to language form in the adolescent near-beginner foreign language classroom. Language Awareness 26:2 ► pp. 59 ff.
Kim, Youjin, Yeonjoo Jung & Nicole Tracy‐Ventura
2017. Implementation of a Localized Task‐Based Course in an EFL Context: A Study of Students’ Evolving Perceptions. TESOL Quarterly 51:3 ► pp. 632 ff.
This list is based on CrossRef data as of 20 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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