Effects of Repeating Tasks of Different Complexity Levels on EFL Learners’ Oral Production

Document Type : Original Article


Department of English Language and Literature, Payame Noor University, Tehran, Iran



There is abundant evidence in task-based research suggesting that modifying task design, implementation, and complexity brings about variant effects on language learners’ attention division and performance. The present study was aimed at exploring how modifying task implementation and task complexity variables affects learners’ focus of attention and oral discourse. Task implementation was manipulated along the variable of repetition and task complexity was modified in terms of tense and availability of contextual support (i.e., performing in Here/Now vs. There/Then). To accomplish this objective, task performances of 60 English as foreign language learners were elicited under the following conditions: doing a narrative task once in Here/Now; doing a narrative task twice in Here/Now; doing a narrative task once in There/Then; and doing a narrative task twice in There/Then. The findings revealed that whereas repeating the task in Here/Now enhanced fluency and complexity, repeating the same task in There/Then triggered better performance in all dimensions. The findings may bear implications for researchers and language educators which are presented in connection with pertinent theoretical and practical issues.


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Volume 17, Issue 2
July 2023
Pages 391-415
  • Receive Date: 02 October 2023
  • Revise Date: 30 November 2023
  • Accept Date: 28 December 2023