Article published in:
Language Teaching for Young Learners
Vol. 1:1 (2019) ► pp. 3456


Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school


Alegría de la Colina, A., & García Mayo, M. d. P.
(2007) Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 91–116). Clevedon: Multilingual Matters.
(2009) Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics, 47(3–4), 325–345. Crossref link
Azkarai, A., & García Mayo, M. d. P.
(2015) Task-modality and L1 use in EFL oral interaction. Language Teaching Research, 19(5), 550–571. Crossref link
Butler, Y. G.
(2011) The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36–57. Crossref link
Bygate, M.
(2001) Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks (pp. 23–48). Harlow: Pearson Education.
(2016) Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381–400. Crossref link
(Ed.) (2018) Learning language through task repetition. Amsterdam: John Benjamins.
Bygate, M., & Samuda, V.
(2005) Integrative planning through the use of task-repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37–74). Amsterdam: John Benjamins. Crossref link
Carless, D. R.
(2004) Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662. Crossref link
(2007a) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 595–608. Crossref link
(2007b) Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331–338. Crossref link
Ellis, R.
(2005) Planning and task performance in a second language. Amsterdam: John Benjamins. Crossref link
(2016) Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. Crossref link
Field, A.
(2005) Discovering statistics using SPSS (2nd ed.). London: Sage.
Foster, P., & Skehan, P.
(2013) Anticipating a post-task activity: The effects on accuracy, complexity, and fluency of second language performance. Canadian Modern Language Review, 69(3), 249–273. Crossref link
Garcia Mayo, M. d. P.
(2017) Learning foreign languages in primary school: Research insights. Bristol: Multilingual Matters. Crossref link
García Mayo, M. d. P., & Agirre, A. I.
(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. Crossref link
García, O., & Wei, L.
(2014) Translanguaging: Language, bilingualism, and education. New York, NY: Palgrave MacMillan. Crossref link
Hawkes, M. L.
(2011) Using task repetition to direct learner attention and focus on form. ELT Journal, 66(3), 327–336. Crossref link
Hoang, V. V., Hoang, T. X. H., Vu, T. L., Dao, N. L., Do, T. M., & Nguyen, Q. T.
(2007) English 12: Teacher’s book. Hanoi: Education Publishing House.
Kim, Y.
(2013) Promoting attention to form through task repetition in a Korean EFL context. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts. Amsterdam: John Benjamins. Crossref link
Kim, Y., & McDonough, K.
(2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. Crossref link
Le, V. C., & Barnard, G.
(2009) Curricular innovation behind closed classroom doors: A Vietnamese case study. Prospect, 24(2), 20–33.
Leeser, M. J.
(2004) Learner proficiency and focus on form in collaborative dialogue. Language Teaching Research, 8(1), 55–81. Crossref link
Levelt, W.
(1989) Speaking: From intention to articulation. Cambridge MA: The MIT Press.
Littlewood, W.
(2007) Communicative and task-based language teaching in East Asian classrooms. Language teaching, 40, 243–249. Crossref link
Loewen, S.
(2007) The prior and subsequent use of forms targeted in incidental focus on form. In S. Fotos & H. Nassaji (Eds.), Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 101–116). Oxford: Oxford University Press.
Long, M. H.
(2007) Problems in SLA. New York, NY: Lawrence Erlbaum Associates.
Mackey, A., Kanganas, A., & Oliver, R.
(2007) Task familiarity and interactional feedback in child ESL classrooms. TESOL Quarterly, 41(2), 285–312. Crossref link
McDonough, K., & Sunitham, W.
(2009) Collaborative dialogue between Thai EFL learners during self-access computer activities. TESOL Quarterly, 43(2), 231–254. Crossref link
(2010) Guide to implementation of standardized knowledge and skills: The English language subject for Vietnamese high school level. Hanoi: Education Publishing House.
Nguyen, B. T. T., Newton, J., & Crabbe, D.
(2015) Preparing for tasks in Vietnamese EFL high school classrooms: Teachers in action. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language teaching in Asia (pp. 170–188). London: Bloomsbury.
(2018) Teacher transformation of oral textbook tasks in Vietnamese EFL high school classrooms. In V. Samuda, K. Van den Branden, & M. Bygate (Eds.), TBLT as a researched pedagogy (pp. 52–70). Amsterdam: John Benjamins.
Nguyen, G. V.
(2014) Forms or meaning? Teachers’ beliefs and practices regarding task-based language teaching: A Vietnamese case study. The Journal of Asia TEFL, 11(1), 1–36.
Nguyen, G. V., Le, V. C., & Barnard, R.
(2015) ‘Old wine in new bottles’: Two case studies of task-based language teaching in Vietnam. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language teaching in Asia (pp. 170–188). London: Bloomsbury.
Ortega, L.
(2005) What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 78–209). Amsterdam: John Benjamins. Crossref link
Pinter, A.
(2005) Task repetition with 10-year old children. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 113–126). New York, NY: Palgrave MacMillan. Crossref link
(2007) Some benefits of peer–peer interaction: 10-year-old children practising with a communication task. Language Teaching Research, 11(2), 189–207. Crossref link
(2017) Teaching young language learners. Oxford: Oxford University Press.
Plonsky, L., & Oswald, F. L.
(2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. Crossref link
Sample, E., & Michel, M.
(2015) An exploratory study into trade-off effects of complexity, accuracy, and fluency on young learners’ oral task repetition. TESL Canada Journal, 31, 23. Crossref link
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119–140). Harlow: Longman.
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. Crossref link
Skehan, P., & Foster, P.
(1997) Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185–211. Crossref link
Storch, N.
(2002) Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. Crossref link
Storch, N., & Aldosari, A.
(2010) Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355–375. Crossref link
Storch, N., & Wigglesworth, G.
(2010) Students’ engagement with feedback on writing: The role of learner agency/beliefs. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 166–185). Oxford: Oxford University Press.
Swain, M., & Lapkin, S.
(2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Harlow: Longman.
(2008) Lexical learning through a multitask activity: The role of repetition. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 119–132). Bristol: Multilingual Matters.
Truong, T. A., & Storch, N.
(2007) Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal, 38(1), 104–124. Crossref link
Williams, J.
(2001) The effectiveness of spontaneous attention to form. System, 29(3), 325–340. Crossref link
Willis, J.
(1996) A framework for task-based learning. Harlow: Longman.
Cited by

Cited by other publications

Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2  pp. 139 ff. Crossref logo

This list is based on CrossRef data as of 06 june 2020. 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.