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Article published In: TASK
Vol. 4:2 (2024) ► pp.241–266

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Task repetition and L2 grit

Exploring the interplay in language learners’ oral performance

ORCiD logo with link | Stanisław Staszic University of Applied Sciences in Piła, Poland
ORCiD logo with link | Greater Poland University of Social and Economics in Środa Wielkopolska, Poland
Published online: 16 December 2024
DOI logo with link
https://doi.org/10.1075/task.00034.rog
Abstract
Task repetition (TR) has been shown to improve fluency, but empirical evidence of its impact on complexity and accuracy (CAF) remains mixed. Various individual difference factors appear to be intricately linked to the benefits of TR. One such individual difference is L2 grit, representing perseverance and passion for language learning goals, which has been positively correlated with L2 proficiency. The present study aimed to clarify the effects of TR on all CAF measures and elucidate whether learners with high and low levels of L2 grit benefit differently from TR. Forty-two Polish EFL secondary school learners participated, with their oral task performances analyzed before and after immediate exact TR. The findings show that both high- and low-grit learners benefit from TR, with significant improvements in fluency, complexity, and accuracy. Furthermore, high L2 grit learners consistently outperform low L2 grit learners. Notably, high L2 grit levels amplify the benefits of TR, particularly in accuracy and fluency measures. However, the interaction effect between TR and L2 grit appears to positively influence only the measures of lexical diversity and correct verb forms.
Article outline
  • Introduction
  • Literature review
    • Task repetition (TR)
    • L2 grit
    • Study
  • Methodology
    • Participants
    • Instruments and measures
    • Procedure
    • Analysis
  • Results
  • Discussion
    • RQ1: What are the effects of TR on oral task performance in terms of CAF measures?
    • RQ2: Do learners with high and low levels of L2 grit perform differently on CAF measures on oral tasks?
    • RQ3: To what extent is the effect of TR on oral task performance differential for learners with high and low L2 grit?
  • Conclusion
  • Acknowledgements
  • References
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