Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to repeat a task three times. Their negotiation strategies and general performance (accuracy, fluency and complexity) were analysed. Results show that, in the third repetition, the amount of confirmation checks and repetitions decreased significantly and accuracy timidly improved. All other aspects remained unaffected. The pedagogical implications of these results are also discussed.
Bret Blasco, A. (2014). L2 English young learners’ oral production skills in instructed second language contexts: A longitudinal study of CLIL and EFL settings. Unpublished PhD dissertation. Universitat Autònoma de Barcelona, Spain.
Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 32(2), 236–241.
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). Oxford: Macmillan.
Bygate, M. (2001). Effects of task repetition on the structure and control of language. In M. Bygate, P. Skehan, & Swain, M. (Eds.), Task-based learning: Language teaching, learning, and assessment (pp. 23–48). London: Longman.
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509.
Ellis, R. (2012). Language teaching research and language pedagogy. Hoboken, NJ: Wiley-Blackwell.
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied linguistics, 21(3), 354–375.
García Mayo, M. P. (2007). (Ed.) Investigating tasks in formal second language learning. Clevedon: Multilingual Matters.
García Mayo, M. P., & Imaz Agirre, A. (2016). Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: An exploratory study. The Language Learning Journal, 44(4), 451–466.
García Mayo, M. P., & Lázaro Ibarrola, A. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System 541, 40–54.
Gass, S. M., Mackey, A., Álvarez-Torres, M., & Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 491, 549–580.
Kim, Y. (2013b). Effects of pretask modelling on attention to form and question development. TESOL Quarterly, 471, 8–35.
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, 411, 829–840.
Long, M. H. (1983a). Linguistic and conversational adjustments to nonnative speakers. Studies in Second Language Acquisition, 51, 177–193.
Long, M. H. (1983b). Native speaker/nonnative speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 41, 126–141.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bathia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 41, 221–250.
Lynch, T., & Maclean, J. (2001). A case of exercising: effects 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). Harlow, UK: Longman.
Mackey, A. (Ed.). (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.
Mackey, A. (2012). Input, interaction and corrective feedback in L2 learning. Oxford: Oxford University Press.
Mackey, A., Abbuhl, R., & Gass, S. (2011). Interactionist approaches. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp. 7–23). New York, NY: Routledge.
Mackey, A., Kanganas, A. P., & Oliver, R. (2007). Task familiarity and interactional feedback in child ESL classrooms. TESOL Quarterly, 411, 285–312.
Oliver, R. (1998). Negotiation of meaning in child interactions. The relationship between conversational interaction and second language acquisition. Modern language journal, 821, 372–386.
Patanasorn, C. (2010). Effects of procedural content and task repetition on accuracy and fluency in an EFL context. Unpublished PHD dissertation. Northern Arizona University, Flagstaff.
Philp, J., Oliver, R., & Mackey, A. (2006). The impact of planning time on children’s task-based interactions. System, 341, 547–565.
Pica, T. (1987). SLA, social interaction, and the classroom. Applied Linguistics, 81, 3–21.
Pica, T., & Doughty, C. (1985). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and group activities. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (115–132). Rowley, MA: Newbury House.
Pinter, A. (2007). Some benefits of peer-peer interaction: 10-year-old children practicing with a communication task. Language Teaching Research, 111, 189–207.
Plough, I., & Gass, S. (1993). Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes & S. Gass (Eds.), Tasks and language learning: integrating theory and practice (pp. 35–56). Clevedon: Multilingual Matters.
Sample, E., & Michel, M. (2014). An exploratory study into trade-off effects of complexity, accuracy and fluency in young learners’ oral task repetition. TESL Canada Journal, 3(Special Issue 8), 23–46.
2024. Do young EFL learners benefit from task repetition?. The Language Learning Journal 52:6 ► pp. 650 ff.
Dao, Phung, Suong Thi Thu Hoang & Mai Xuan Nhat Chi Nguyen
2024. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness 33:1 ► pp. 45 ff.
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching
Bui, Trang Le Diem & Phung Dao
2023. Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research
Khezrlou, Sima
2023. Focus on form in task repetition through oral and written task modeling. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 479 ff.
2022. Negotiation of meaning in child-child vs. adult-adult interactions: Evidence from low proficiency EFL learners. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 463 ff.
Regagliolo, Alberto
2022. Oral production A2+ in Italian as foreign language: autonomy and repetition tasks. Forum Filologiczne Ateneum :1(10)2022 ► pp. 215 ff.
2021. Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention
. International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 395 ff.
Hidalgo, María Ángeles & María del Pilar García Mayo
2021. The influence of task repetition type on young EFL learners’ attention to form. Language Teaching Research 25:4 ► pp. 565 ff.
This list is based on CrossRef data as of 8 january 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.