Arab World English Journal (AWEJ) Volume 11. Number3  September 2020                                 P.p. 417- 430
DOI: https://dx.doi.org/10.24093/awej/vol11no3.26

Full Paper PDF

 

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Hamza Alshenqeeti
Department of Languages and Translation
Taibah University, Madinah, Saudi Arabia

Musaad Alrahaili
Department of Languages and Translation
Taibah University, Madinah, Saudi Arabia

 

 

 

Abstract:
Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.
Keywords: Reading comprehension,  Saudi EFL learners, second language, task complexity, task repetition

Cite as: Alshenqeeti, H., & Alrahaili, M.   (2020). Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension. Arab World English Journal11 (3) 417- 430.
DOI: https://dx.doi.org/10.24093/awej/vol11no3.26 

References

Ahmadian, M., Mansoor, T., & Dastjerdi, H.V. (2015). The combined effects of online planning  and task structure on complexity, accuracy and fluency of L2 speech. Language Learning Journal43(1), 41-56. DOI: 10.1080/09571736.2012.681795

Azkarai, A. & Mayo, M.P.G. (2017). Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research, 21 (4), 480-495. DOI: 10.1177/1362168816654169

Azkarai, A. & Oliver, R. (2019). Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal47 (3):269-280. DOI: 10.1080/09571736.2016.1196385

Bayat, N. (2018). A comparative study of the effects of task repetition, unguided strategic planning, and pressured on-line planning on the accuracy of upper-intermediate EFL learners’ written production. Linguistics and Literature Studies6(1), 1-11. DOI: 10.13189/lls.2018.060101

Bozorgian, H. & Kanani, S.M. (2017). Task repetition on accuracy and fluency: EFL learners speaking skill. International Journal of English Language and Literature Studies6(2), 42-53. DOI: 10.18488/journal.23.2017.62.42.53

Bui, G., Ahmadian, M.J., & Hunter, A. (2019). Spacing effects on repeated L2 task performance. System, 81(2),1-13. DOI: 10.1016/j.system.2018.12.006

Cho, M. (2018). Task complexity, modality, and working memory in L2 task performance. System102 (1), 162-180. DOI: 10.1016/j.system.2017.10.010

Dawadi, S. (2019). Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics170(1), 3-23. DOI: 10.1075/itl.16025.daw

Ellis, R., Li, S., & Zhu, Y. (2019). The effects of pre-task explicit instruction on the performance of a focused task. System80(4), 38-47. DOI: 10.1016/j.system.2018.10.004

Fukuta, J. (2016). Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research20(3), 321-340.  DOI: 10.1177/1362168815570142

Mayo, G., del Pilar, M. & Agirre, A.I. (2016). Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: An exploratory study. The Language Learning Journal44(4), 451-466.  DOI: 10.1080/09571736.2016.1185799

Cheng, R. & Ching, C. (2017). Comparison of task repetition and task sequencing in terms of their effects on L2 students’ oral performance. International Journal of Instruction10 (1), 307-322. DOI: 10.12973/iji.2017.10119a

Hopp, H. (2014). Working memory effects in the L2 processing of ambiguous relative clauses. Journal of Language Acquisition21(3), 250-278.  DOI: 10.1080/10489223.2014.892943

Hsu, H. (2019). The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. The Language Learning Journal47(2),172-187.  DOI: 10.1080/09571736.2016.1255773

Iizuka, T. (2019). Task-based needs analysis: identifying communicative needs for study abroad students in Japan. System80, 134-142.  DOI: 10.1016/j.system.2018.11.005

Jung, J. (2018). Effects of task complexity and working memory capacity on L2 reading comprehension. System74(1), 21-37. DOI: 10.1016/J.SYSTEM.2018.02.005

Kassim, A.A., Rehan, R., & Jessica, M.P. (2018). Effects of modality and repetition in a continuous recognition memory task: Repetition has no effect on auditory recognition memory. Acta Psychologica185, 2-80. DOI: 10.1016/j.actpsy.2018.01.012

Lambert, C., Judit, K., & Danny, M. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition39(1), 167-196. DOI: 10.1017/S0272263116000085

McDonough, K., & Crawford, W.J. (2018). Identifying effective writing tasks for use in EFL write-to-learn language context. The Language Learning Journal, 48(4):469-480. DOI: 10.1080/09571736.2018.1465990

Sample, E. & Michel, M. (2014). An exploratory study into trade-off effects of complexity, accuracy, and fluency in young learner’s oral task repetition. Canada Journal31(8), 23-46. DOI: 10.18806/tesl.v31i0.1185

Noble, H. & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence Based Nursing18(2), 34-35. DOI: 10.1136/eb-2015-102054

Philp, J. & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics36: 50-72. DOI: 10.1017/S0267190515000094

Phung, L. (2017). Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research21(6), 751-766. DOI: 10.1177/1362168816683561

Qiu, X., & Lo, Y.Y. (2017). Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Research21(6), 681-698. DOI: 10.1177/1362168816684368

Reynolds, B.L. & Shih, Y.I. (2019). The learning effects of student-constructed word cards as homework for the adolescent English Language classroom. System81(2), 146-162. DOI: 10.1016/j.system.2019.01.005

Sanajoo, N. (2016). The effects of cognitive task complexity on learners’ performance. International Journal of Language and Linguistics4(5), 157-165. DOI: 10.11648/j.ijll.20160405.11

Tabari, M.A. (2016). The effects of planning time on complexity, accuracy, fluency, and lexical variety in L2 descriptive writing. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-10. DOI: 10.1186/s40862-016-0015-6

Takashima, A. & Verhoeven, L. (2019). ‘Radical repetition effects in beginning learners of Chinese as a foreign language reading’. Journal of Neurolinguistics50: 71-81. DOI: 10.1016/j.jneuroling.2018.03.001

Van de Guchte, M., Braaksma, M., Rijlaarsdam, G. & Bimmel, P. (2016). Focus on form through task repetition in TBLT.  Language Teaching Research20 (3): 300-320. DOI: 10.1177/1362168815609616

Wang, H. (2019). The influence of creative task engagement on English L2 learners’ negotiation of meaning in oral communication tasks. System, 80 (1):83–94. DOI: 10.1016/j.system.2018.10.015

Webster, S. (2019). Understanding lack of development in early career teachers’ practical knowledge of teaching speaking skills. System80: 154-164.  DOI: 10.1016/j.system.2018.10.010

Zhisheng, W., McNeill, A., & Mota, M.B. (2014). Language learning roundtable: Memory and second language acquisition 2012, Hong Kong. Language Teaching47(2), 262-265. DOI: 10.1017/S0261444813000530

Yin, R.K. (2014). Case Study Research: Design and Methods (5th ed.). Thousand Oaks, CA: Sage.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol11no3.26
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Hamza Alshenqeeti is an Associate Professor of Applied Linguistics at Taibah University in
Saudi Arabia. He received his Master’s in Applied Linguistics from The University of Essex and
his PhD in Applied Linguistics from Newcastle University, United Kingdom. Hamza’s research
interests include CALL, classroom discourse, educational linguistics, language teacher training,
conversation analysis and sociolinguistics. https://orcid.org/0000-0002-8174-9480