Abstract
This paper reports on a focused investigation into the immediate effects of oral narrative task repetition by two adult EFL learners of intermediate and high proficiency. Two participants performed a narrative speaking task after watching a cartoon video clip and repeated their performance three times, followed by a retrospective report in an interview. The results showed that repetition of narrative tasks increased fluency and accuracy, while complexity was the least sensitive to the practice effect. At the same time, it was found that the learners had generally correct self-perception of their performances, which was the interaction of enhanced repeated performance, fatigue, and their proficiency levels.
Highlights
The value of “practice” in learning has long been emphasized by teachers and educational researchers as it was supposed to render a certain skill “perfect”
This paper reports on a focused investigation into the immediate effects of oral narrative task repetition by two adult EFL learners of intermediate and high proficiency
This study aims to investigate the effects of task repetition in two focused case studies with both quantitative and qualitative data in a hope of presenting a more in-depth perspective on task performance and learner perception
Summary
The value of “practice” in learning has long been emphasized by teachers and educational researchers as it was supposed to render a certain skill “perfect”. This is the epistemological basis for Ivan Pavlov and his disciple Frederic Skinner’s behaviorist psychology that dominated early language learning theories. The plethora of never-frustrated L1 speakers and the paucity of the blessed L2 learners leave one wondering about the apparent difference between L1 and L2 learning. It seems that the over-optimistic L2 = L1 hypothesis in early SLA research needs to be questioned. This study aims to investigate the effects of task repetition in two focused case studies with both quantitative and qualitative data in a hope of presenting a more in-depth perspective on task performance and learner perception
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