| Task-supported language teaching can help provide L2 learners communicative practice in EFL contexts. Additionally, it has been suggested that repetition of tasks can help learners develop their accuracy and fluency (Bygate, 2001; Gass, Mackey, Fernandez, & Alvarez-Torres, 1999; Lynch & Maclean, 2000). The purposes of the study were to investigate the effects of procedural, content, and task repetition on accuracy and fluency, and examine whether there were differential effects between procedural, content, and task repetition on accuracy and fluency. Ninety-two EFL learners consisting of non-English majors were separated into a procedural repetition (n=37), content repetition (n=28), and task repetition group ( n=27). Each group was given a pretest, three treatment tasks, an immediate posttest, and a delayed posttest. The treatment and test tasks were designed to elicit the use of the past simple tense. During treatment, the procedural repetition group engaged in three tasks had the same procedures but different content. The content repetition group engaged in three tasks that had the same content but different procedures. The task repetition group performed three tasks that had identical procedures and content. The test tasks were film retell tasks where learners were asked to watch a film and retell its story. Learners' performances on the film retell tasks were voice recorded and transcribed and later analyzed for global accuracy and fluency, and past simple accuracy and fluency. Results revealed that the procedural repetition group improved on the accuracy of the past simple tense. The content repetition group improved with regards to global fluency but its past simple accuracy scores declined. The task repetition group did not show any major changes. In addition, it was found that the procedural repetition group scored higher on past simple accuracy than the content repetition group on the posttest. Furthermore, the content repetition group scored higher on global fluency than the task repetition. Discussion of the findings and pedagogical implications are described. |
