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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 155–177

Chapter 8
Effects of task repetition with implicit and explicit form-focused instruction on Japanese young learners’ grammatical accuracy

 | Yokohama National University
 | Kamiechi Elementary School
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Abstract
This quasi-experimental study investigated the effects of task repetition (TR) combined with pre-task form-focused instruction (FFI) using chants on Japanese fifth graders’ grammatical accuracy. Ninety students were assigned to three groups: TR only, TR with chants (implicit FFI), and TR with chants plus explicit instruction (EI). Learners’ grammatical accuracy was measured by multiple-choice and error correction tests at pre-test, immediate post-test, and delayed post-test stages, and a post-session questionnaire was administered. Results showed that TR combined with pre-task FFI significantly improved grammatical accuracy compared to TR alone, with the Chant + EI group demonstrating more consistent gains. Questionnaire responses indicated that learners viewed chants positively and that EI promoted deeper grammatical awareness, including noticing and self-repairing errors.
Article outline
  • Introduction
  • Literature review
    • Task repetition (TR)
    • Pre-task FFI in TR
  • This study
    • Participants
    • Target structure
    • Materials
    • Procedure
    • Measurements
    • Data analysis
  • Results
    • Multiple choice test
    • Error correction test
    • Questionnaire
  • Discussion
    • Pedagogical implications
  • Author queries
  • References
  • Suggestions for further reading
  • Appendix
References (63)
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Suggestions for further reading
Butler, Y. G. (2025). Children’s additional language learning in instructional settings: Implications for teaching and future research. Multilingual Matters. Google Scholar logo with link to Google Scholar
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