Abstract
This study examined how English language learners and teachers perceive and interpret task repetition (TR), and whether teachers’ and learners’ views about this pedagogic practice correspond. In addition, the study explored learners’ cognitive and affective engagement with TR. We asked eight experienced language teachers to use a structured picture description task in their classes and then to repeat it after a one-week interval. Immediately after the second task performance, all eight language teachers and 21 language learners who had performed the two tasks participated in semi-structured interviews. The results of thematic analysis revealed that although students’ and teachers’ views about TR were similar in many respects, there were important issues on which teachers’ and learners’ perceptions and interpretations differed widely. We also found evidence demonstrating that learners were cognitively and affectively engaged in TR.
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