Abstract
This chapter compares the impact of task repetition and procedural repetition on Korean EFL learners’ (n = 48) attention to linguistic form during collaborative tasks. Two EFL classes were randomly assigned to carry out three collaborative tasks with either task repetition or procedural repetition. Learners’ perceptions about task performance were elicited through questionnaires and a semi-structured interview with the instructor. The learners’ task interaction was analyzed in terms of language-related episodes (LREs), and the questionnaire and interview responses were analyzed qualitatively. Results indicated that repeating the same task procedure was useful for encouraging LREs, especially when different content was provided each time. Implications for research and teaching are discussed.
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