Effects of task repetition with grammatizing on oral task performance and knowledge development
Bibliographic Data
| ID | 21458351 |
|---|---|
| Authors | Sima Khezrlou (0000-0002-8477-1181, Monash University, corresponding author) |
| Year | 2025 |
| Volume | 48 |
| Issue | 2 |
| Pages | 350-381 |
| Publication date | 2025-05-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Review of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.23031.khe |
| OpenAlex | W4396672802 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Immediately after performing a narrative task, the TR+GR and GR learners were required to restore the target structure, namely the English regular past tense, which had been deleted in a grammatized text. Learners in the TR group received no grammatization, and only the TR+GR and TR groups repeated the same task twice. Results revealed that although both TR conditions led to enhanced receptive knowledge, the TR+GR performed better than the TR in fostering learners’ receptive knowledge and improving accuracy and productive knowledge at a delayed posttest. The GR group improved their receptive knowledge in the immediate posttest, but this improvement tailed off in the delayed posttest. Lastly, the TR+GR group could also improve the complexity and accuracy of their narrative task performances–albeit at the expense of fluency
Cognitive psychology · Linguistics · Task Analysis · Education and Technology Integration · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Written Corrective Feedback in Second Language Acquisition and Writing
A Neurolinguistic Theory of Bilingualism
Task-Based Language Teaching
Speaking
Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar
Learner-generated content and engagement in second language task performance
Focus on form
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
Effects of Form-Focused Practice and Feedback on Chinese Efl Learners’ Acquisition of Regular and Irregular Past Tense Forms
Task complexity, task difficulty, and task production
The role of task repetition and learner self-assessment in technology-mediated task performance
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement
Explicit instruction through task repetition
Task‐based language teaching
The role of task repetition in L2 performance development
Task as context for the framing, reframing and unframing of language
Effects of Pretask Modeling on Attention to Form and Question Development
Paralinguistic Focus on Form
The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
The Effects of Task Repetition on Linguistic Output
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |