Abstract
Despite the growing interest in task-based language teaching (TBLT) over recent years, there are some teachers and researchers that have raised concerns about its effectiveness in teaching specific forms. However, many of these criticisms seem to be aimed at a strong version of TBLT that does not contain a language focus. This paper investigated the effectiveness of having learners repeat tasks as a post-task activity to focus attention on form. Recordings were made of participants performing the tasks both before and after a form-focus stage. The data were analysed to see if and how the participants used the target language, and where they targeted their corrections. The results showed that the participants appeared to turn their attention towards form in the repeat performance, suggesting that this model of task repetition could be a useful option for teachers practising TBLT in their classrooms.
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