How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment

Abstract

AbstractWhile task repetition is effective for improving oral fluency, some teachers are reluctant to use it in their classrooms due to the alleged negative perceptions of learners toward repetitive practice. To address this concern, the participants in the current study completed a posttask questionnaire probing their perceptions toward task repetition practice, focusing on metacognitive judgment (i.e., the number of task repetitions considered effective) and emotional engagement (i.e., enjoyment and concentration). Prior to taking the survey, 64 second language learners individually performed the same picture‐description task six times under one of the three repetition schedules (massed, short‐spaced, and long‐spaced condition). Their posttask questionnaire results indicated that task repetition was perceived as an effective and engaging activity (about four to five performances were deemed to be most optimal). Relative to massed task repetition, short‐ and long‐spaced schedules led to higher perceived effectiveness and emotional engagement. Moreover, while the short‐spaced group made accurate metacognitive judgment of their fluency gains, learners in the massed practice condition overestimated their fluency gains, possibly due to enjoyment and illusion of high competence. These findings indicate that spacing between task repetitions can influence learners’ engagement in the task, which can impact their fluency development.