Startseite Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality

  • Mahnaz Mostafaei Alaei ORCID logo EMAIL logo und Abbas Mansouri ORCID logo
Veröffentlicht/Copyright: 18. Januar 2024
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 63 Heft 2

Abstract

The study reported in this paper examined the differentiating effects of rehearsal and repetition, as two distinct task-readiness conditions, on L2 performance, and examined how such effects interact with modality (i.e., oral and written). To do so, 104 EFL learners were randomly divided into four groups, each with a unique readiness condition (rehearsal versus repetition) and a different performance mode (oral versus written). All groups performed orally or in writing a task twice either with awareness of the second performance (rehearsal) or without such anticipation (repetition). The task performances were assessed in terms of complexity, accuracy, lexis, and fluency (CALF). Findings indicated that while both readiness conditions showed beneficial effects, only rehearsal led to statistically significant enhancements in all CALF dimensions over time. Results also revealed that rehearsal yielded significant improvements across both modalities; however, the benefits were more evident in the writing mode. The study provides teachers with more insights into task implementation.

Keywords: task modality; task preparedness; task rehearsal; task repetition; task-readiness framework
Corresponding author: Mahnaz Mostafaei Alaei, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, South Allameh Street, Modiriat Bridge, Chamran Highway, Tehran, 1997967556, Iran, E-mail:

References

Abdi Tabari, Mahmoud, Sima Khezrlou & Yu Tian. 2022. Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain. International Review of Applied Linguistics in Language Teaching 1–31.10.1515/iral-2022-0123Suche in Google Scholar

Ahmadian, Mohammad Javad & Mansoor Tavakoli. 2011. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15(1). 35–59.10.1177/1362168810383329Suche in Google Scholar

Amelohina, Victoria, Florentina Nicolás-Conesa & Rosa M. Manchón. 2020. Effects of task repetition with the aid of direct and indirect written corrective feedback. In Rosa M. Manchón (ed.), Writing and language learning: Advancing research agendas, 145–182. Amsterdam: John Benjamins.10.1075/lllt.56.07ameSuche in Google Scholar

Baba, Kyoko. 2020. Exploring dynamic developmental trajectories of writing fluency. In Gary G. Fogal & Marjolijn H. Verspoor (eds.), Complex dynamic systems Theory and L2 writing development, 3–25. Amsterdam: John Benjamins.10.1075/lllt.54.01babSuche in Google Scholar

Baba, Kyoko & Ryo Nitta. 2014. Phase transitions in development of writing fluency from a complex dynamic systems perspective. Language Learning 64(1). 1–35. https://doi.org/10.1111/lang.12033.Suche in Google Scholar

Babaii, Esmat & Hasan Ansary. 2001. The C-test: A valid operationalization of reduced redundancy principle? System 29(2). 209–219. https://doi.org/10.1016/s0346-251x(01)00012-4.Suche in Google Scholar

Ballinger, Gary A. 2004. Using generalized estimating Equations for longitudinal data analysis. Organizational Research Methods 7(2). 127–150. https://doi.org/10.1177/1094428104263672.Suche in Google Scholar

Bui, Gavin. 2014. Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan (ed.), Processing perspectives on task performance, 63–94. Amsterdam: John Benjamins.10.1075/tblt.5.03gavSuche in Google Scholar

Bui, Gavin. 2019. Task-readiness and L2 task performance across proficiency levels. In Zhisheng (Edward) Wen & Mohammad Javad Ahmadian (eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan, 253–277. Amsterdam: John Benjamins.10.1075/tblt.13.12buiSuche in Google Scholar

Bui, Gavin, Mohammad Javad Ahmadian & Ann-Marie Hunter. 2019. Spacing effects on repeated L2 task performance. System 81. 1–13. https://doi.org/10.1016/j.system.2018.12.006.Suche in Google Scholar

Bui, Gavin, Skehan Peter & Zhan Wang. 2018. Task condition effects on advanced-level Foreign Language performance. In P. A. Malovrh & A. G. Benati (eds.), The handbook of advanced proficiency in second language acquisition, 219–237. Oxford, UK: Wiley-Blackwell.10.1002/9781119261650.ch12Suche in Google Scholar

Bui, Gavin & (Mark) Feng Teng. 2019. Task planning and task-readiness. In J. Liontas, T International Association & M. DelliCarpini (eds.), The TESOL encyclopedia of english language teaching, 1–7. Wiley.10.1002/9781118784235.eelt0972Suche in Google Scholar

Bui, Gavin & Rhett Yu. 2021. Differentiating task repetition from task rehearsal. In N. Sudharshana & L. Mukhopadhyay (eds.), Task-based language teaching and assessment, 119–137. Singapore: Springer Nature Singapore.10.1007/978-981-16-4226-5_7Suche in Google Scholar

Bulté, Bram & Alex Housen. 2012. Defining and operationalising L2 complexity. In Alex Housen, Folkert Kuiken & Ineke Vedder (eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA, 21–46. Amsterdam: John Benjamins.10.1075/lllt.32.02bulSuche in Google Scholar

Bygate, Martin. 1996. Effects of task repetition: Appraising the developing language of learners. In J. Wllis & D. Willis (eds.), Challenge and change in language teaching, 136–146. Oxford, UK: Heinemann.Suche in Google Scholar

Bygate, Martin. 2001. Effects of task repetition on the structure and control of oral language. In Bygate Martin, Skehan Peter & M Swain (eds.), Researching pedagogic tasks second language learning, teaching and testing, 23–48. New York: Pearson Education.Suche in Google Scholar

Bygate, Martin. 2018. Introduction. In Bygate Martin (ed.), Learning language through task repetition, 1–25. Amsterdam: John Benjamins.10.1075/tblt.11.introSuche in Google Scholar

Bygate, Martin & Virginia Samuda. 2005. Integrative planning through the use of task repetition. In Rod Ellis (ed.), Planning and task performance in a second language, 37–74. Amsterdam: John Benjamins.10.1075/lllt.11.05bygSuche in Google Scholar

Dao, Phung, Mai Xuan Nhat Chi Nguyen & Do-Na Chi. 2021. Reflective learning practice for promoting adolescent EFL learners’ attention to form. Innovation in Language Learning and Teaching 15(3). 247–262. https://doi.org/10.1080/17501229.2020.1766467.Suche in Google Scholar

Ellis, N. C. 1994. Implicit and explicit processes in language acquisition: An introduction. In Nick C. Ellis (ed.), Implicit and explicit learning of languages, 1–32. London: Academic Press.10.1075/sibil.48.01ellSuche in Google Scholar

Ellis, R. 2009. The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics 30(4). 474–509. https://doi.org/10.1093/applin/amp042.Suche in Google Scholar

Ellis, Rod. 2005. Planning and task-based performance. In Rod Ellis (ed.), Planning and task performance in a second language, 3–34. Amsterdam: John Benjamins.10.1075/lllt.11.03ellSuche in Google Scholar

Ellis, Rod. 2015. Teachers evaluating tasks. In Bygate Martin (ed.), Domains and directions in the development of TBLT, 247–270. Amsterdam: John Benjamins.10.1075/tblt.8.09ellSuche in Google Scholar

Ellis, Rod. 2016. Focus on form: A critical review. Language Teaching Research 20(3). 405–428. https://doi.org/10.1177/1362168816628627.Suche in Google Scholar

Ellis, Rod. 2018a. An options-based approach to doing task-based language teaching. In Reflections on task-based language teaching, 216–231. Bristol, Blue Ridge Summit: Multilingual Matters.10.2307/jj.22730570.17Suche in Google Scholar

Ellis, Rod. 2018b. Measuring second language learners’ oral performance of tasks. In Reflections on task-based language teaching, 128–152. Bristol, Blue Ridge Summit: Multilingual Matters.10.2307/jj.22730570.12Suche in Google Scholar

Ellis, Rod. 2019. Task preparedness. In Zhisheng (Edward) Wen & Mohammad Javad Ahmadian (eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan, 15–38. Amsterdam: John Benjamins.10.1075/tblt.13.02ellSuche in Google Scholar

Ellis, Rod, Skehan Peter, Shaofeng Li, Natsuko Shintani & Craig Lambert. 2019. Task-based language teaching. Cambridge: Cambridge University Press.10.1017/9781108643689Suche in Google Scholar

Ellis, Rod & Fanguan Yuan. 2005. The effects of careful within-task planning on oral and written task performance. In Rod Ellis (ed.), Planning and task performance in a second language, 167–192. Amsterdam: John Benjamins.10.1075/lllt.11.11ellSuche in Google Scholar

Fukuta, Junya. 2016. Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research 20(3). 321–340. https://doi.org/10.1177/1362168815570142.Suche in Google Scholar

Gilabert, Roger, Rosa Manchón & Olena Vasylets. 2016. Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics 36. 117–135. https://doi.org/10.1017/s0267190515000112.Suche in Google Scholar

Graesser, Arthur C., Danielle S. McNamara & Jonna M. Kulikowich. 2011. Coh-Metrix. Educational Researcher 40(5). 223–234. https://doi.org/10.3102/0013189x11413260.Suche in Google Scholar

Hawkes, M. L. 2012. Using task repetition to direct learner attention and focus on form. ELT Journal 66(3). 327–336. https://doi.org/10.1093/elt/ccr059.Suche in Google Scholar

Housen, Alex, Folkert Kuiken & Ineke Vedder. 2012a. Complexity, accuracy and fluency. In Alex Housen, Folkert Kuiken & Ineke Vedder (eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA, 1–20. Amsterdam: John Benjamins.10.1075/lllt.32.01houSuche in Google Scholar

Housen, Alex, Folkert Kuiken & Ineke Vedder (eds.), 2012b. Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Amsterdam: John Benjamins.10.1075/lllt.32Suche in Google Scholar

Hu, Xingchao. 2018. Effects of task type, task-type repetition, and performance criteria on L2 oral production. In Bygate Martin (ed.), Learning language through task repetition, 143–169. Amsterdam: John Benjamins.10.1075/tblt.11.06huSuche in Google Scholar

Jong, Nel De & Charles A. Perfetti. 2011. Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning 61(2). 533–568. https://doi.org/10.1111/j.1467-9922.2010.00620.x.Suche in Google Scholar

Kachinske, Ilina, Peter Osthus, Katya Solovyeva & Mike Long. 2015. Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching. In Patrick Rebuschat (ed.), Implicit and explicit learning of languages, 385–416. Amsterdam: John Benjamins.10.1075/sibil.48.16kacSuche in Google Scholar

Kartchava, Eva & Hossein Nassaji. 2019. The role of task repetition and learner self-assessment in technology-mediated task performance. ITL – International Journal of Applied Linguistics 170(2). 180–203. https://doi.org/10.1075/itl.19013.kar.Suche in Google Scholar

Kellogg, T. 1996. A model of working memory in writing. In C. Levy & Sarah Ransdell (eds.), The science of writing theories, methods, individual differences and applications, 57–71. New York: Routledge.Suche in Google Scholar

Khatib, Mohammad & Mahsa Farahanynia. 2020. Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance. System 93. 102297. https://doi.org/10.1016/j.system.2020.102297.Suche in Google Scholar

Khezrlou, Sima. 2021. Learners’ reflective practice between the repeated performances of tasks: Effects on second language development. Dutch Journal of Applied Linguistics 10. 1–20. https://doi.org/10.51751/dujal9458.Suche in Google Scholar

Kim, YouJin, Bumyong Choi, Hyunae Yun, Binna Kim & Sujeong Choi. 2022. Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study. Language Teaching Research 26(6). 1106–1132. https://doi.org/10.1177/1362168820912354.Suche in Google Scholar

Kim, YouJin & Nicole Tracy-Ventura. 2013. The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System 41(3). 829–840. https://doi.org/10.1016/j.system.2013.08.005.Suche in Google Scholar

Kobayashi, Manami. 2022. The distributed practice effects of speaking task repetition. International Journal of Applied Linguistics 32(1). 142–157. https://doi.org/10.1111/ijal.12409.Suche in Google Scholar

Kormos, Judit. 2014. Differences across modalities of performance. In H. Byrnes & Rosa M. Manchón (eds.), Task-based language learning – insights from and for L2 writing, 193–216. Amsterdam: John Benjamins.10.1075/tblt.7.08korSuche in Google Scholar

Kormos, Judit & Anna Trebits. 2012. The role of task complexity, modality, and aptitude in narrative task performance. Language Learning 62(2). 439–472. https://doi.org/10.1111/j.1467-9922.2012.00695.x.Suche in Google Scholar

Kyle, Kristopher. 2016. Measuring syntactic development in L2 writing: Fine grained indices of syntactic complexity and usage-based indices of syntactic sophistication. Atlanta, GA: Georgia State University Dissertation.Suche in Google Scholar

Kyle, Kristopher, Scott A. Crossley & Jarvis Scott. 2021. Assessing the validity of lexical diversity indices using direct judgements. Language Assessment Quarterly 18(2). 154–170. https://doi.org/10.1080/15434303.2020.1844205.Suche in Google Scholar

Lambert, C. & J. Kormos. 2014. Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics 35(5). 607–614. https://doi.org/10.1093/applin/amu047.Suche in Google Scholar

Lambert, Craig. 2023. Practice in task-based language teaching. In Yuichi Suzuki (ed.), Practice and automatization in second language research, 144–159. New York: Routledge.10.4324/9781003414643-8Suche in Google Scholar

Lambert, Craig, Judit Kormos & Danny Minn. 2017. Task repetition and second language speech processing. Studies in Second Language Acquisition 39(1). 167–196. https://doi.org/10.1017/s0272263116000085.Suche in Google Scholar

Larsen-Freeman, Diane. 2018. Task repetition or task iteration? In Bygate Martin (ed.), Learning language through task repetition, 311–329. Amsterdam: John Benjamins.10.1075/tblt.11.12larSuche in Google Scholar

Leow, Ronald P. 1997. Attention, awareness, and foreign language behavior. Language Learning 47(3). 467–505. https://doi.org/10.1111/0023-8333.00017.Suche in Google Scholar

Leow, Ronald P. 2019. ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues. Language Teaching Research 23(4). 476–493. https://doi.org/10.1177/1362168818776674.Suche in Google Scholar

Leow, Ronald P. 2020. Attention, noticing, and awareness in second language acquisition. In C. Chapelle (ed.), The encyclopedia of applied linguistics, 1–7. Oxford, UK: Wiley-Blackwell.10.1002/9781405198431.wbeal0058.pub2Suche in Google Scholar

Levelt, W. J. 1989. Speaking: From intention to articulation. Cambridge, MA: MIT Press.10.7551/mitpress/6393.001.0001Suche in Google Scholar

Lu, Xiaofei. 2011. A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. Tesol Quarterly 45(1). 36–62. https://doi.org/10.5054/tq.2011.240859.Suche in Google Scholar

Lynch, Tony. 2018. Perform, reflect, recycle. In Bygate Martin (ed.), Learning language through task repetition, 193–222. Amsterdam: John Benjamins.10.1075/tblt.11.08lynSuche in Google Scholar

Lynch, Tony & Joan Maclean. 2000. Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research 4(3). 221–250. https://doi.org/10.1191/136216800125078.Suche in Google Scholar

Manchón, Rosa M. & Olena Vasylets. 2019. Language learning through writing: Theoretical perspectives and empirical evidence. In J. Schwieter & A. Benati (eds.), The Cambridge handbook of language learning, 341–362. Cambridge: Cambridge University Press.10.1017/9781108333603.015Suche in Google Scholar

Manchón, Rosa M. 2014a. The internal dimension of tasks. In Heidi Byrnes & M. Rosa Manchón (eds.), Task-based language learning – insights from and for L2 writing, 27–52. Amsterdam: John Benjamins.10.1075/tblt.7.02manSuche in Google Scholar

Manchón, Rosa M. 2014b. The distinctive nature of task repetition in writing. Implications for theory, research, and pedagogy. Elia 14(13). 13–41. https://doi.org/10.12795/elia.2014.i14.02.Suche in Google Scholar

Marsden, Emma, John Williams & Xierong Liu. 2013. Learning novel morphology. Studies in Second Language Acquisition 35(4). 619–654. https://doi.org/10.1017/s0272263113000296.Suche in Google Scholar

McCarthy, Philip M. & Scott Jarvis. 2010. MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods 42(2). 381–392. https://doi.org/10.3758/brm.42.2.381.Suche in Google Scholar

McNamara, Danielle S., Arthur C. Graesser, Philip M. McCarthy & Zhiqiang Cai. 2014. Automated evaluation of text and discourse with Coh-Metrix. Cambridge: Cambridge University Press.10.1017/CBO9780511894664Suche in Google Scholar

Meara, P. & H. Bell. 2001. P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect 16(3). 5–19.Suche in Google Scholar

Meyers, Lawrence S., Glenn Gamst & A. J. Guarino. 2016. Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage Publications.10.4135/9781071802687Suche in Google Scholar

Nitta, Ryo & Kyoko Baba. 2014. Task repetition and L2 writing development. In Heidi Byrnes & M. Rosa Manchón (eds.), Task-based language learning – insights from and for L2 writing, 107–136. Amsterdam: John Benjamins.10.1075/tblt.7.05nitSuche in Google Scholar

Norris, J. M. & L. Ortega. 2009. Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics 30(4). 555–578. https://doi.org/10.1093/applin/amp044.Suche in Google Scholar

Pattansorn, C. 2010. Effects of procedural content and task repetition on accuracy and fluency in an EFL context. Unpublished doctoral thesis: Northern Arizona University.Suche in Google Scholar

Plonsky, Luke & Frederick L. Oswald. 2014. How big is “big”? Interpreting effect sizes in L2 research. Language Learning 64(4). 878–912. https://doi.org/10.1111/lang.12079.Suche in Google Scholar

Qiu, Xuyan. 2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research 24(6). 745–764. https://doi.org/10.1177/1362168819829021.Suche in Google Scholar

Robinson, Peter. 1995. Attention, memory, and the “noticing” Hypothesis. Language Learning 45(2). 283–331. https://doi.org/10.1111/j.1467-1770.1995.tb00441.x.Suche in Google Scholar

Rosa, Elena & Ronald Leow. 2004. Awareness, different learning conditions, and second language development. Applied PsychoLinguistics 25(2). 269–292. https://doi.org/10.1017/s0142716404001134.Suche in Google Scholar

Rosa, Elena & Michael D. O’Neill. 1999. Explicitness, intake, and the issue of awareness. Studies in Second Language Acquisition 21(4). 511–556. https://doi.org/10.1017/s0272263199004015.Suche in Google Scholar

Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert. 2020. The effects of task repetition across modalities and proficiency levels. In Rosa M. Manchón (ed.), Writing and language learning: Advancing research agendas, 121–144. Amsterdam: John Benjamins.10.1075/lllt.56.06sanSuche in Google Scholar

Schmidt, R. W. 1990. The role of consciousness in second language learning. Applied Linguistics 11(2). 129–158. https://doi.org/10.1093/applin/11.2.129.Suche in Google Scholar

Sheppard, Chris & Rod Ellis. 2018. The effects of awareness-raising through stimulated recall on the repeated performance of the same task and on a new task of the same type. In Bygate Martin (ed.), Learning language through task repetition, 171–192. Amsterdam: John Benjamins.10.1075/tblt.11.07sheSuche in Google Scholar

Skehan, Peter. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.10.1177/003368829802900209Suche in Google Scholar

Skehan, Peter. 2009. Lexical performance by native and non-native speakers on language-learning tasks. In B. Richards, H. Daller, D. Malvern & P. Meara (eds.), Vocabulary studies in first and second language acquisition, 107–124. London: Palgrave Macmillan UK.10.1057/9780230242258_7Suche in Google Scholar

Skehan, Peter. 2014a. Limited attentional capacity, second language performance, and task-based pedagogy. In Skehan Peter (ed.), Processing perspectives on task performance, 211–260. Amsterdam: John Benjamins.10.1075/tblt.5.08skeSuche in Google Scholar

Skehan, Peter. 2014b. The context for researching a processing perspective on task performance. In Skehan Peter (ed.), Processing perspectives on task performance, 1–26. Amsterdam: John Benjamins.10.1075/tblt.5.01skeSuche in Google Scholar

Skehan, Peter & Pauline Foster. 1999. The influence of task structure and processing conditions on narrative retellings. Language Learning 49(1). 93–120. https://doi.org/10.1111/1467-9922.00071.Suche in Google Scholar

Suzuki, Yuichi & Keiko Hanzawa. 2022. Massed task repetition is a double-edged sword for fluency development. Studies in Second Language Acquisition 44(2). 536–561. https://doi.org/10.1017/s0272263121000358.Suche in Google Scholar

Tabachnick, B. G. & L. S. Fidell. 2019. Using multivariate statistics. Boston, MA: Pearson Education.Suche in Google Scholar

Thai, Chau & Frank Boers. 2016. Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. Tesol Quarterly 50(2). 369–393. https://doi.org/10.1002/tesq.232.Suche in Google Scholar

Tomlin, Russell S. & Victor Villa. 1994. Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 16(2). 183–203. https://doi.org/10.1017/s0272263100012870.Suche in Google Scholar

Tran, Mai Ngoc & Kazuya Saito. 2021. Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016). Language Teaching Research 1–20.10.1177/1362168821994136Suche in Google Scholar

Vasylets, O & R Gilabert. 2021. Task effects across modalities. In Rosa M. Manchón & C. Polio (eds.), The Routledge handbook of second language acquisition and writing, 39–51. New York: Routledge.10.4324/9780429199691-7Suche in Google Scholar

Vasylets, Olena, Roger Gilabert & Rosa Maria Manchón. 2019. Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. Instructed Second Language Acquisition 3(2). 206–227. https://doi.org/10.1558/isla.38289.Suche in Google Scholar

Wang, Zhan. 2014. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In Skehan Peter (ed.), Processing perspectives on task performance, 27–62. Amsterdam: John Benjamins.10.1075/tblt.5.02wanSuche in Google Scholar

Wang, Zhan, Skehan Peter & Gaowei Chen. 2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3(1). 53–80. https://doi.org/10.1558/isla.37398.Suche in Google Scholar

Williams, John N. 2005. Learning without awareness. Studies in Second Language Acquisition 27(02). 269–304. https://doi.org/10.1017/s0272263105050138.Suche in Google Scholar

Yu, G. 2010. Lexical diversity in writing and speaking task performances. Applied Linguistics 31(2). 236–259. https://doi.org/10.1093/applin/amp024.Suche in Google Scholar

Zalbidea, Janire. 2017. ‘One task Fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. The Modern Language Journal 101(2). 335–352. https://doi.org/10.1111/modl.12389.Suche in Google Scholar

Ziegler, Andreas. 2011. Generalized Estimating Equations (Lecture Notes in Statistics), vol. 204. New York, NY: Springer New York.10.1007/978-1-4614-0499-6Suche in Google Scholar
Received: 2023-03-24
Accepted: 2023-12-26
Published Online: 2024-01-18
Published in Print: 2025-06-26

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
  4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
  5. The role of awareness in implicit and explicit knowledge
  6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
  7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
  8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
  9. The impact of guessing and retrieval strategies for learning phrasal verbs
  10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
  11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
  13. Discipline-specific attitudinal differences of EMI students towards translanguaging
  14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
  15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
  16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
  17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
  18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
  19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
  20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
https://doi.org/10.1515/iral-2023-0066
Schlagwörter für diesen Artikel
task modality; task preparedness; task rehearsal; task repetition; task-readiness framework

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms
  4. Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements
  5. The role of awareness in implicit and explicit knowledge
  6. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
  7. Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom
  8. Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on
  9. The impact of guessing and retrieval strategies for learning phrasal verbs
  10. Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality
  11. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
  12. The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?
  13. Discipline-specific attitudinal differences of EMI students towards translanguaging
  14. Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies
  15. Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language
  16. Investigating optimal spacing schedules for incidental acquisition of L2 collocations
  17. The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender
  18. Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study
  19. Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices
  20. Exploring the professional role identities of English for academic purposes practitioners: a qualitative study
  21. The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance
  22. Teacher behaviour and student engagement with L2 writing feedback: a case study
  23. The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
  24. Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?
  25. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning
  26. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective
  27. Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms
  28. The effects of context, story-type, and language proficiency on EFL word learning and retention from reading
Jetzt anmelden und 20% sparen
Institutioneller Zugang
Wie funktioniert Authentifizierung?
Haben Sie eine Idee, wie wir unsere Website verbessern können?
Bitte schreiben Sie uns.
© 2025 De Gruyter Brill
Heruntergeladen am 20.11.2025 von https://www.degruyterbrill.com/document/doi/10.1515/iral-2023-0066/html?lang=de
Button zum nach oben scrollen