10.30495/

Impact of Task Repetition on Comprehension, Recall, and Retention of Tense Accuracy of Different Levels of Proficiency: Adults and Children

PDF
  • Milad Manzari Tavakoli*1,
  1. Kerrman Ministry of Education, Department of English Language, Kahnooj, Kerman, Iran

Received: 2022-08-12

Revised: 2022-09-09

Accepted: 2022-10-08

Published in Issue 2022-08-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Manzari Tavakoli, M. (2022). Impact of Task Repetition on Comprehension, Recall, and Retention of Tense Accuracy of Different Levels of Proficiency: Adults and Children. Journal of New Trends in English Language Learning (JNTELL), 1(3), 61-73. https://doi.org/10.30495/
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 175

Abstract

The present study investigated the effect of task repetition as a type of task planning on the comprehension, recall, and retention
of the target English tenses among EFL learners. In addition, this study aimed at exploring the defining roles of learners' age and
proficiency level with regard to the results of task repetition. To do this, two age groups of female participants (37 adult learners
and 38 young learners) which were selected according to a purposive sampling procedure took part in this study. The instruments
which were employed included proficiency tests and grammar tests. A researcher-made test of grammar which was piloted and
whose reliability was confirmed via KR-21 (.81), was used as the pretest and posttest of the study. Finally, the data were analyzed
using SPSS software and interpreted by the researcher. The obtained results revealed that the treatment adopted in this study
could significantly help the learners in the young group to raise their mastery over using the English tenses. This was statistically
demonstrated to be true regarding the scores obtained by the learners on the posttest. In the same line, learners' proficiency level
was also found to be a determining factor regarding the effectiveness of the method. The results of the study mostly demonstrate
that language learning is better achieved when new interesting topics are brought into students’ classes to be taught with their
class materials. 

Keywords

  • Comprehension, Recall, Retention Task Repetition, Tense Accuracy
PDF

References

  1. Agurtzane, A. (2015). Task-modality and L1 use in EFL oral interaction. Language Teaching Research
  2. , 19(5) 550 –571.
  3. Ahmadian, M. & Tavakoli, M. (2011). The effects of simultaneous use of careful planning and task
  4. repetition on accuracy, complexity, and fluency in EFL learners‟ oral production. Language
  5. Teaching Research, 15(1), 35-59.
  6. Ahmadian, M., Tavakoli, M., & Vahid Dastjerdi, H. (2015). The combined effects of online planning
  7. and task structure on complexity, accuracy and fluency of L2 speech. The Language Learning
  8. Journal, 43(1), 41-56.
  9. Al-Mekhlafi, A. & Nagaratgam, R. (2011). Difficulties in teaching grammar in an EFL context.
  10. International Journal of Instruction, Vol.4, e-ISSN: 1308-1470.
  11. Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity,
  12. accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety.
  13. Computer Assisted Language Learning, 29, 1050-1066.
  14. Anderson, J. (1993). Is a communicative approach practical for teaching English in China? Pros and
  15. cons. System, 21, 471-480.
  16. Asgari, M. (2012). Integrating Current Issues of Interest into Class Materials in Teaching Reading
  17. Comprehension. Journal of Basic and Applied Scientific Research, 2 (5)5299-5308.
  18. Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix,
  19. (2).
  20. Bui, G., Skehan, P., & Wang, Z. (2018). Task condition effects on advanced level foreign language
  21. performance. The handbook of advanced proficiency in second language acquisition, 219-237.
  22. Burgess, J. and Etherington, S. (2002). Focus on grammatical form: explicit or implicit? System, 30, 433-
  23. Bygate, M. (2001). Effects of task repetition on the structure and control of oral language in M. Bygate,
  24. P.Skehan, and M. Swain (Eds.). Researching Pedagogic Tasks: Second Language Learning,
  25. Teaching and Testing. Harlow: Longman.
  26. Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks: Second language learning,
  27. teaching and testing. Harlow: Longman.
  28. Bygate, M. & Samuda, V. (2005). Integrative planning through the use of task repetition. In R. Ellis,
  29. (Ed.), planning and task performance in second language. Amsterdam: John Benjamins
  30. Publishing. pp: 37-74.
  31. Bygate, M. (2007). Linking empirical research to the development of language pedagogy: Case of task
  32. repetition. Paper Presented at the Language Learning Pedagogy Research Group, Lancaster
  33. University, UK.
  34. Celce-Murcia, M. (1991). Techniques and Resources in Teaching Grammar. New York: Oxford
  35. University Press.
  36. Dornyei, Z. (2003). Research methods in applied linguistics. New York: Oxford University Press.
  37. Eisenstein_ Ebsworth, M. and Schweers, C. (1997). What researchers say and practitioners do:
  38. Perspectives on conscious grammar instruction in ESL classroom. Applied language learning, 8,
  39. -260.
  40. Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjaming.
  41. Ellis, R., (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
  42. Gass, M., Mackey, A., Alvarez-Torres, M., & Ferndandez-Garcia, M. (1999). The effects of task
  43. repetition on linguistic output. Language Learning, 49, 549-581.
  44. Hawkes, M. L. (2011). Effects of task repetition on learner motivation. In A. M. Stoke (Ed.), JALT 2009
  45. Conference Proceedings. Tokyo: JALT.
  46. Hunter, A. M. (2017). Fluency development in the ESL classroom: The impact of immediate task
  47. repetition and procedural repetition on learners’ oral fluency. Ann-Marie Hunter.
  48. Jung, S. (2013). The effect of task repetition and corrective feedback in L2 writing: a pilot study. MSU
  49. Working Papers in SLS, 4, 24-38.
  50. Kafipour. R., Mahmoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on
  51. analytic writing in EFL classrooms. Cogent Education, 5, 1496627.
  52. Knox, J. (2007). Foreign Eyes on Thailand: An ESP Project for EFL Learners. Planning a Teaching
  53. Creatively Within a Required Curriculum. TESOL Inc.
  54. Laniro, S (2007). Authentic Materials Final. Professional Development Fact Sheet, No. 1. Retrieved
  55. www.calpro online.org/documents/AuthenticMaterialsFinal.pdf/. On September 1, 2011.
  56. Larsen-Freeman, D. (1992). A nonhierarchical relationship between grammar and communication. Part
  57. I: Theoretical and methodological considerations.
  58. Leaver, B. L., & Willis, J. R. (2004). Task-based instruction in foreign language education: practices
  59. and programs. Washington, D.C: Georgetown University Press.
  60. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K.,
  61. R. Ginsberg and C. Kramsch (Eds.), foreign language research in cross-cultural perspective
  62. (pp.39-52). Amsterdam: John Benjamins.
  63. Oura, G.K. (2001). Authentic Task-Based Materials: Bringing the Real World into the Classroom. Sophia
  64. Junior College Faculty Bulletin 21, 65-84.
  65. Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in
  66. EFL classroom. System, 30, 85-105.
  67. Richard, J.C. & Theodore, S.R. (2014). Approaches and methods in language teaching. UK: Cambridge
  68. University Press.
  69. Sakui, K., & Gaies, S. J. (1999). Investigating Japanese learners’ beliefs about language learning. System,
  70. , 473-492.
  71. Sample, E., & Michel, M. (2015). An exploratory study into trade-off effects of complexity, accuracy,
  72. and fluency on young learners’ oral task repetition. TESL Canada Journal, 31, 23.
  73. Sarac, H. (2018). Completing the Task Procedure or Focusing on Form: Contextualizing Grammar
  74. Instruction via Task-Based Teaching. Seneca College of Applied Arts and Technology.
  75. The Impact of Task Repetition on Comprehension, Recall and Retention …
  76. Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical understanding.
  77. The Modern Language Journal, 83, 494-517.
  78. Savignon, S. J., & Wang, C. (2003). Communicative language teaching in EFL contexts: Learner
  79. attitudes and perceptions. IRAL, 41, 223-249.
  80. Stern, H. H. (1992). Issues and Options in English Language Teaching. Oxford: Oxford University Press.
  81. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible
  82. output in its development. In S. M. Gass, & C. Madden (Eds.), Input in second language acquisition
  83. (pp. 235-253). Rowley, Mass: Newbury House.
  84. Van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2016). Focus on form through task
  85. repetition in TBLT. Language Teaching Research, 20 (3), 300-320.
  86. Widdowson, H. G. (1990). Grammar and nonsense and learning. In H. G. Widdowson, Aspects of
  87. language teaching, pp. 79-98. Oxford: Oxford University Press.
  88. Yildiz, M. & Senel, M. (2017). Teaching Grammar through Task-Based Language Teaching to Young
  89. EFL Learners. The Reading Matrix: An International Online Journal Volume 17, Number 2,
  90. September 2017.