Learners’ Reflective Practice between the Repeated Performances of Tasks: Effects on Second Language Development

Sima Khezrlou

doi:10.51751/dujal9458

Abstract

This study attempted to explore the role of reflection in the accurate use of the English regular past tense structure using task repetition. Thirty-one learners were assigned into two conditions: task repetition only (TR) and task repetition with self-reflection (TR+SR). Both groups repeated an oral narrative task two times and then carried out a new task of the same type (i.e., another oral narrative task). However, only the TR+SR learners were engaged in self-reflection through responding to a questionnaire developed for the purpose of this study. Results revealed that learners’ reflection on their first task performance helped them notice the gap between their existing and target structure use as attested by their significantly high scores in the repeated tasks as well as the new task. The results therefore indicate the potential of reflective practice as an effective intervention strategy between repeated performances of the same task in terms of accuracy.

Highlights

Interest in task-based language teaching (TBLT), which uses meaning-focused activities, called “tasks”, as its core unit of teaching has been mounting since the 1980s
The results of paired samples t-tests for within-group comparisons depicted that the task repetition only (TR)+SR significantly improved their accurate L2 use from Time 1 to Time 2 (p = .0005, d = 1.82), Time 3 (p = .0005, d = 1.60), and Time 4 (p = .001, d = 1.42), all with large effect sizes
This study has displayed that encouraging learners to self-reflect on their initial task performance facilitated their accurate L2 use in repeated as well as new task contexts

Summary

Introduction

Interest in task-based language teaching (TBLT), which uses meaning-focused activities, called “tasks”, as its core unit of teaching has been mounting since the 1980s. Classroom-based TBLT research has been interested in how implementing tasks in different ways may influence learners’ task performance and second language (L2) development (Khezrlou, 2019b, 2020a, 2020b). It is claimed that repeating the same or a slightly different task is beneficial for learners by freeing up their cognitive resources that are mainly focused on meaning than form during the first performance of a task (Samuda & Bygate, 2008).

Methods

Results

Discussion

Conclusion