Cover not available

In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 145–182

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 7
Effects of task repetition with the aid of direct and indirect written corrective feedback

A longitudinal study in an out-of-school context

 | University of Murcia
 | University of Murcia
 | University of Murcia
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.07ame
Abstract
This study sheds light on the learning affordances of task repetition in writing by analyzing the effects of exact task repetition (2 iterations of the same task) and procedural task repetition (2 task types, each one performed twice over 6 months) aided with written corrective feedback (WCF). The participants were 19 EFL students enrolled in an out-of-school instructional program. Two sequences of direct and indirect WCF were implemented and potential differences in terms of CAF measures of the texts produced in a new iteration of the task and across tasks and time were examined. Results showed linear and non-linear effects of task repetition with WCF on diverse components of CAF, as well as a differential appropriation of indirect WCF across time. Theoretical and methodological implications for the learning affordances of task repetition in the environment of writing are drawn.
Article outline
  • Introduction
    • Task repetition, language learning, and language learning through writing
    • Methodological considerations
  • The present study: Research questions
  • Method
    • Participants and context
    • Data collection procedures
    • Data analysis
  • Results
  • Discussion
    • Effects on performance across tasks and time
    • Nature of the intervention: The appropriation of WCF and its mediation in TR effects
  • Conclusion
  • Acknowledgements
  • References
References (31)
References
Ahmadian, M. J. (2011). The effect of “massed” task repetitions on complexity, accuracy, and fluency: Does it transfer to a new task? Language Learning Journal, 39(3), 269–280. Google Scholar logo with link to Google Scholar
Baba, K., & Nitta, R. (2012). Dynamic effects of repeating a timed writing task in two EFL university courses. In P. M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing: Identification, investigation and resolution (pp. 398–413). Hershey, PA: IGI Global. Google Scholar logo with link to Google Scholar
(2014). Phase transitions in the development of writing fluency from a complex dynamic systems perspective. Language Learning, 64(1), 1–35. Google Scholar logo with link to Google Scholar
Bardovi-Harling, K., & Bofman, T. (1989). Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17–34. Google Scholar logo with link to Google Scholar
Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
Bulté, B., & Housen, A. (2012). Defining and operationalizing L2 complexity. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 21–46). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Bulté, G., & Housen, A. (2014). Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 42–65. Google Scholar logo with link to Google Scholar
Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). London: Heinemann.Google Scholar logo with link to Google Scholar
(2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 23–48). Harlow: Longman.Google Scholar logo with link to Google Scholar
(2006). Areas of research that influence L2 speaking instruction. In E. Uso-Juan, & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 159–186). Berlin: Mouton de Gruyter. Google Scholar logo with link to Google Scholar
(2018). Introduction. In M. Bygate (Ed.), Learning language through task repetition (pp. 1–25). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Byrnes, H., & Manchón, R. M. (2014). Task-based language learning: Insights from and for L2 writing. An introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights from and for L2 writing (pp. 1–23). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267–296. Google Scholar logo with link to Google Scholar
Fukuta, J. (2015). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340. Google Scholar logo with link to Google Scholar
Ferris, D., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22, 307–329. Google Scholar logo with link to Google Scholar
Gass, S. M., Mackey, A., Álvarez-Torres, M. J., & Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549–581. Google Scholar logo with link to Google Scholar
Hu, X. (2018). Effects of task-type, task-type repetition and performance criteria on L2 oral production. In M. Bygate (Ed.), Learning language through task repetition (pp. 149–175). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41, 829–840. Google Scholar logo with link to Google Scholar
Kobayashi, E., & Kobayashi, M. (2018). Second language learning through repeated engagement in a poster presentation task. In M. Bygate (Ed.), Learning language through task repetition (pp. 229–260). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D. (2018). Task repetition or task iteration? It does make a difference? In M. Bygate (Ed.), Learning language through task repetition (pp. 317–335). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4, 221–250. Google Scholar logo with link to Google Scholar
(2001). Effects of the benefits of immediate task repetition on learners’ performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching, and testing (pp. 141–162). London: Longman.Google Scholar logo with link to Google Scholar
Manchón, R. M. (2014a). The distinctive nature of task repetition in writing. Implications for theory, research, and pedagogy. ELIA, 14, 13–42. Google Scholar logo with link to Google Scholar
(2014b). The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights to and from writing (pp. 27–52). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Nicolás-Conesa, F., Manchón, R. M., & Cerezo, L. (2019). The effect of unfocused direct and indirect written corrective feedback on rewritten texts and new texts: Looking into feedback for accuracy and feedback for acquisition. Modern Language Journal, 103, 848–873. Google Scholar logo with link to Google Scholar
Nitta, R., & Baba, K. (2014). Task repetition and L2 writing development: A longitudinal study from a dynamic systems perspective. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights from and for L2 writing (pp. 107–136). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
(2018). Understanding benefits of repetition from a complex dynamic systems perspective. The case of a writing task. In M. Bygate (Ed.), Learning language through task repetition (pp. 285–316). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Norris, J., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555–578. Google Scholar logo with link to Google Scholar
Tavakoli, P. (2014). Storyline complexity and syntactic complexity in writing and speaking tasks. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights from and for L2 writing (pp. 217–236). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62, 1–41. Google Scholar logo with link to Google Scholar
Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German. Foreign Language Annals, 43, 671–689. Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Mostafaei Alaei, Mahnaz & Abbas Mansouri
2025. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality. International Review of Applied Linguistics in Language Teaching 63:2 ► pp. 995 ff. DOI logo
Fukunaga, Tatsushi
2023. L2 writing development through two types of writing task repetition. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1109 ff. DOI logo
Leow, Ronald P., Rosa M. Manchón & Charlene Polio
2022. Writing. In Research methods in instructed second language acquisition [Research Methods in Applied Linguistics, 3], ► pp. 305 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue