This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where
future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for
children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective
domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for
learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of
creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching
towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children
enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This
paper suggests steps that can be taken in this direction both in research and classroom practice.
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