Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use

2016 ◽  
Vol 21 (6) ◽  
pp. 681-698 ◽  
Author(s):  
Xuyan Qiu ◽  
Yuen Yi Lo
Keyword(s):  
Second Language ◽  
Affective Response ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Task Repetition ◽  
Oral Performance ◽  
Efl Learners ◽  
Oral Production ◽  
Content Familiarity ◽  
And Task

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners’ engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL) learners’ engagement in oral performance. Sixty EFL learners performed four narrative tasks with two familiar and two unfamiliar topics. They also repeated the same tasks to the same audience. Their oral production was analysed with various measures of behavioural and cognitive engagement. Stimulated recalls were collected from twenty-one participants to capture their emotional engagement. The participants were behaviourally and cognitively more engaged in tasks with familiar topics as well as having a more positive affective response to them. Repeating the tasks, however, negatively influenced behavioural and cognitive engagement, although the participants felt more relaxed and confident. In addition, the participants were more motivated to repeat unfamiliar topics, although they demonstrated more noticeable declines in their frequency of self-repair (an indicator of cognitive engagement) for these topics. These results provided empirical evidence for the relationship between task design and implementation factors and L2 task engagement. Teachers might base repetition decisions partially on learners’ familiarity with the topic.

scholarly journals Effects of task repetition on EFL oral performance

2019 ◽  
Vol 170 (1) ◽  
pp. 3-23
Author(s):  
Saraswati Dawadi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Limited Attention ◽  
Task Repetition ◽  
Oral Performance ◽  
Efl Learners ◽  
Considerable Research ◽  
Positive Attitudes ◽  
Efl Teaching ◽  
L2 Learners

Abstract Considerable research has examined the effects of task repetition (TR) on second language (L2) performance. While results are still inconclusive, some patterns are emerging. However, limited attention has been paid to L2 learners’ perceptions of TR. This paper reports a study in which 40 English as a foreign language (EFL) learners were asked to repeat a task after a three-day interval; on both occasions they performed the task immediately after receiving instructions. Results indicated that TR triggered more complex and fluent, but less accurate, narratives. In post-task interviews, the majority of learners expressed positive attitudes towards TR, purporting that familiarity increased confidence. This paper will finally discuss the possible pedagogical implications of the study for EFL teaching.

Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance

2019 ◽  
Vol 24 (6) ◽  
pp. 745-764 ◽  
Author(s):  
Xuyan Qiu
Keyword(s):  
Two Dimensions ◽  
Task Repetition ◽  
Topic Familiarity ◽  
Oral Production ◽  
Foreign Language Learners ◽  
Stimulated Recall ◽  
Content Familiarity ◽  
Speaking Performance ◽  
Task Types ◽  
And Task

Tasks with different design factors may dissimilarly affect oral production, and thus can be adopted for different pedagogical purposes. However, the functions of task types are not fully explored. To address this gap, this study investigates the influence of content familiarity and task repetition on sixty English as a foreign language learners’ speaking performance, in terms of complexity, accuracy, and fluency (CAF). Participants twice performed four monologic tasks, and received stimulated recall interviews. The findings indicate that participants produced structurally more complex speech under familiar conditions, and increased their CAF in task repetition. Furthermore, content familiarity and task repetition may facilitate conceptualization. Task repetition may also direct participants’ attention towards lexical choices and grammatical encoding. Moreover, repeating unfamiliar topics effectively increased CAF. The findings suggest content familiarity and task repetition are two dimensions of topic familiarity, and that teachers might consider implementing task repetition when presenting unfamiliar topics to learners.

scholarly journals Impacts of Resource Dispersing and Resource Directing Task Dimensions on EFL Learners’ Oral Production

2018 ◽  
Vol 8 (6) ◽  
pp. 148
Author(s):  
Elham Ansari ◽  
Sajad Shafiee
Keyword(s):  
Prior Knowledge ◽  
Mother Tongue ◽  
Local Context ◽  
Oral Performance ◽  
Experimental Conditions ◽  
Efl Learners ◽  
Oral Production ◽  
Knowledge Group ◽  
Quasi Experimental ◽  
Demand Condition

This study was primarily aimed at investigating the effects of simultaneous use of reasoning demand (resource-directing) and prior knowledge (resource-dispersing) on fluency, accuracy, and complexity of L2 oral performance. More, specifically, an attempt was made to investigate how EFL oral production could be affected by ±reasoning demand and ±prior knowledge in the local context of Iran. Thirty male and female Iranian intermediate EFL learners whose mother tongue was Persian and whose age ranged between 23 and 29 were chosen as the participants in this study, and a pretest-posttest quasi-experimental design was utilized. Assigned to two experimental conditions, participants were engaged in a narrative task in which two different wordless picture stories were chosen for data collection. Such statistical operations as t tests and MANOVA were applied to analyze the data. The results obtained from t tests revealed that in ±reasoning demand condition, both complexity and accuracy significantly improved whereas the results for fluency were not statistically significant. In addition, with regard to the ±prior knowledge group, similar results were obtained. In the end, conducting MANOVA revealed that both groups were not different in the pretest; however, utilizing the same procedure for the posttest illustrated a difference between the two groups in terms of their accuracy and complexity, but not their fluency. The results bear some implications for L2 oral production and practice as controlled by teachers and practitioners in EFL contexts.

Sign in / Sign up

Export Citation Format

Share Document