Arab World English Journal (AWEJ) Volume 11. Number3  September 2020                                 P.p. 417- 430

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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




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.


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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.