[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596185-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596185-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-effects-of-task-repetition-on-child-efl-learners-oral-performance","The Effects of Task Repetition on Child EFL Learners’ Oral Performance","","The study examines how exact task repetition influences the oral performance of child EFL learners, focusing on linguistic complexity, accuracy, and fluency, as well as trade-off effects among these areas. Forty Chinese learners repeated the same story-telling task three times, with transcripts coded for overall and subordination/phrasal complexity, accuracy via weighted clause ratios and error proportion, and fluency using repair and breakdown measures. Results from Wilcoxon signed-rank tests show positive effects on fluency and accuracy and reduced trade-offs by the third retelling, supporting Skehan’s Limited Capacity model.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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investigate about task repetition?","Question",{"text":63,"@type":64},"It investigates how exact task repetition affects children’s oral performance, including changes in linguistic complexity, accuracy, and fluency, and whether trade-off effects decrease over repeated retellings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was oral performance measured in the study?",{"text":68,"@type":64},"Transcripts were coded for complexity (overall, subordination, and phrasal complexity), accuracy (weighted clause ratios and error proportion), and fluency (repair and breakdown fluency measures).",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings from the repeated tasks?",{"text":72,"@type":64},"Wilcoxon signed-rank tests indicated positive effects of task repetition on fluency and accuracy, and trade-off effects observed during the first performance decreased by the third retelling.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596185,1792188537,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Learners’Oral  \nPerformance  \nBo Sun  \nUniversity College London  \nAndrea Révész  \nUniversity College London  \nAbstract  \nWhile the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.  \nRésumé  \nAlors que le rôle de la répétition des tâches a reçu beaucoup d'attention dans la recherche sur l’apprentissage par tâches, peu d'études ont examiné comment la répétition exacte des tâchesaffecte la performance des enfants apprenant une L2 . De plus, on sait peu sur l'impact de larépétition exacte sur les effets de compensation entre les domaines de performance linguistique chez ces enfants. Pour combler cette lacune, nous avons étudié l'impact de larépétition d’une tâche sur la production orale de 40 apprenants chinois d’anglais L2 . Les enfants ont répété la même narration trois fois, et nous avons codé les transcriptions de leurs performances pour la complexité, la précision, et la fluidité linguistiques. La complexité a été exprimée en matière de complexité globale, de subordination, et de complexité phrastique. Nous avons évalué la précision à l'aide de ratios pondérés de propositions et dela proportion d'erreurs. La fluidité a été saisie par des mesures de fluidité de réparation et de rupture. Des tests de rangs signés de Wilcoxon ont révélé des effets positifs de la répétition sur la fluidité et la précision. Les effets de compensation observés lors de la première performance avaient diminué lors de la troisième répétition. Ces résultats appuient le modèlede capacité limitée de Skehan (1998) et suggèrent que la répétition des tâches est un outilpédagogique utile dans les contextes d'enseignement d’une L2 aux enfants.  \nCanadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021): 30-47  \nCJAL * RCLA Sun & Révész 31  \nThe Effects ofTask Repetition on Child EFL Learners’ Oral Performance  \nFor the past three decades, pedagogic tasks as a means of facilitating second language development have been the subject of much attention among instructed second language acquisition (SLA) researchers. Pedagogic tasks are defined as classroom activities, which promote meaningful language use to attain a particular non-linguistic outcome, with the holistic goal of facilitating language learning (Samuda & Bygate, 2008) . A principal rationale for integrating tasks into second language (L2) teaching is that, while engaging L2 learners in language use that resembles how the L2 is used in real-life contexts, they provide a platform for a simultaneous focus on meaning and form, which is generally accepted to be a prerequisite to attain advanced L2 communicative ability (e.g., Long & Robinson, 1998) .  \nGiven the putative benefits associated with the use of tasks in L2 teaching, a large amount of task-based research has focused on identifying task characteristics and implem","cbCairIgcmF1PHZf","https://ap.wps.com/l/cbCairIgcmF1PHZf","pdf",420885,18,"English","# Abstract\n# Study Background and Rationale\n## Pedagogic Tasks and Meaning-Form Focus\n## Task Repetition as an Implementation Factor\n# Research Gap and Study Aim","[{\"question\":\"What does the study investigate about task repetition?\",\"answer\":\"It investigates how exact task repetition affects children’s oral performance, including changes in linguistic complexity, accuracy, and fluency, and whether trade-off effects decrease over repeated retellings.\"},{\"question\":\"How was oral performance measured in the study?\",\"answer\":\"Transcripts were coded for complexity (overall, subordination, and phrasal complexity), accuracy (weighted clause ratios and error proportion), and fluency (repair and breakdown fluency measures).\"},{\"question\":\"What were the main findings from the repeated tasks?\",\"answer\":\"Wilcoxon signed-rank tests indicated positive effects of task repetition on fluency and accuracy, and trade-off effects observed during the first performance decreased by the third retelling.\"}]","The Effects of Task Repetition on Child EFL Learners’ Oral Performance | PDF",1792082602,45]