Employing data from several ESL and EFL classroom contexts, it is stated that the role of repeats diverges according to the interaction's pedagogical focus, especially between meaning-and-fluency and form-and-accuracy contexts (Seedhouse, 2004). In form-and-accuracy contexts, third-turn repeats corroborate the response as a right one by maintaining an orientation to the instructional activity the participants are engaged in. It is argued that in classes in which the aim is to assist students in constructing genuine language, looking like real-time interaction, third turn repeats may constitute an effient tool for easing talk.