Exploring task design, implementation procedure and second language oral performance : the effects of topic familiarity, task repetition and task types

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.

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

Language Teaching Research ◽

10.1177/1362168816684368 ◽

2016 ◽

Vol 21 (6) ◽

pp. 681-698 ◽

Cited By ~ 18

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.

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Exploring rater and task variability in second language oral performance assessment (Youn-Hee Kirn)

Tasks and Criteria in Performance Assessment ◽

10.3726/978-3-653-05394-4/9 ◽

2016 ◽

Keyword(s):

Second Language ◽

Performance Assessment ◽

Oral Performance ◽

Task Variability ◽

And Task

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Effect of modality and task type on interlanguage variation

ReCALL ◽

10.1017/s0958344017000015 ◽

2017 ◽

Vol 29 (2) ◽

pp. 219-236 ◽

Cited By ~ 1

Author(s):

Hye Yeong Kim

Keyword(s):

Second Language ◽

Language Learners ◽

Computer Mediated Communication ◽

Task Type ◽

L2 Acquisition ◽

Mediated Communication ◽

Face To Face ◽

Oral Interaction ◽

Task Types ◽

And Task

AbstractAn essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

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Effects of task repetition on EFL oral performance

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.16025.daw ◽

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.

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