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In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 121–144

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Chapter 6
The effects of task repetition across modalities and proficiency levels

 | University of Murcia
 | University of Murcia
 | University of Barcelona
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.06san
Abstract
Research on task repetition (TR) has consistently showed beneficial effects for L2 oral production in terms of CAF measures (complexity, accuracy, and fluency). However, open questions exist regarding the modality-dependency and proficiency-dependency of TR learning affordances. To advance research in these two areas, the study reported in this chapter investigated TR across modalities and L2 proficiency levels. The participants were 29 (16 high-school and 13 university) Spanish EFL learners who completed a decision-making task twice, either orally or in writing. Their task performance was assessed in terms of CAF measures using a wide range of indices. Results confirm some of the previous predictions regarding the modality-dependency of TR effects, and additional modality-related effects were also found. These findings shed light on the greater language learning affordances of writing as compared to those created by speaking tasks.
Article outline
  • Introduction
    • Task repetition and language learning: Rationale
    • Empirical research on task repetition in speaking and writing
    • The role of proficiency
  • The present study: Research questions
  • Method
    • Participants
    • Tasks and procedures
    • Data analyses procedures
    • Data analysis procedures
  • Results
    • Complexity
    • Modality-related Effects
    • Accuracy
    • Fluency
  • Discussion
  • Conclusions
  • Funding
  • References
  • Appendix
References (60)
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