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Task Repetition versus Task Rehearsal: Understanding Effects of Task-Readiness Factors and Elemental Genres on L2 Writing Task Performance

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Τίτλος: Task Repetition versus Task Rehearsal: Understanding Effects of Task-Readiness Factors and Elemental Genres on L2 Writing Task Performance
Γλώσσα: English
Συγγραφείς: Mahmoud Abdi Tabari (ORCID 0000-0002-8022-5415), Sima Khezrlou, Hessameddin Ghanbar
Πηγή: Language Teaching Research. 2026 30(7):3972-4010.
Διαθεσιμότητα: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 39
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Repetition, English (Second Language), Task Analysis, Second Language Instruction, College Students, Writing (Composition), Persuasive Discourse, Story Telling, Difficulty Level, Accuracy, Language Fluency, Readiness, Time Factors (Learning)
DOI: 10.1177/13621688241249689
ISSN: 1362-1688
1477-0954
Περίληψη: In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants' awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1513714
Βάση Δεδομένων: ERIC
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  Data: Task Repetition versus Task Rehearsal: Understanding Effects of Task-Readiness Factors and Elemental Genres on L2 Writing Task Performance
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  Data: <searchLink fieldCode="AR" term="%22Mahmoud+Abdi+Tabari%22">Mahmoud Abdi Tabari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8022-5415">0000-0002-8022-5415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sima+Khezrlou%22">Sima Khezrlou</searchLink><br /><searchLink fieldCode="AR" term="%22Hessameddin+Ghanbar%22">Hessameddin Ghanbar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(7):3972-4010.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 39
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688241249689
– Name: ISSN
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants' awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.
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  Data: 2026
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        Value: 10.1177/13621688241249689
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Task Analysis
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      – SubjectFull: Readiness
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      – SubjectFull: Time Factors (Learning)
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