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.
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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 0:0
Aaj, Ali, Parviz Maftoon & Masood Siyyari
2023. Do young EFL learners benefit from task repetition?. The Language Learning Journal► pp. 1 ff.
Bui, Trang Le Diem & Phung Dao
2023. Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices. Language Teaching Research► pp. 136216882311607 ff.
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.
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