The Effects of Task Repetition on Learners’ Writing Complexity and Accuracy

The Effects of Task Repetition on Learners’ Writing Complexity and Accuracy

This study with quasi-experimental design is an attempt to study the effect of using task repetition on Iranian art school EFL learners’ narrative writing performance in terms of complexity and accuracy. The subjects were thirty Azari-speaking EFL first-grade art school students from one intact classin Tikme Dash city. They were all male students who did not attend English classes in private institutes. Because it was impossible to disrupt the school schedules, by necessity the groups were selected on the basis of available (convenience) sampling. Since there was one group and the scores of the students for the same group of students on two different (pretest-posttest) occasions were used, a paired-samples t-test was run in SPSS for analyzing data. There was a statistically significant increase in students’ scores from Time 1 (M=11.43, SD=1.90) to Time 2 (M=13.33, SD=2.48), t (29) =-4.82, p .0005 (two-tailed. The mean increase in learners’ score was-1.90 with a 95% confidence interval ranging from -2.70 to -1.09.The eta squared statistic (0.44) indicated a large effect size. The findings of this study may be profitable for teachers, ELT administrators, experts, and even textbook writers and materials developers in Iran. Dear teachers and instructors are recommended that they can use task repetition especially for unmotivated and week students who study a little out of classand hence improve the effectiveness of their teaching and help the learners.

This study with quasi-experimental design is an attempt to study the effect of using task repetition on Iranian art school EFL learners’ narrative writing performance in terms of complexity and accuracy. The subjects were thirty Azari-speaking EFL first-grade art school students from one intact classin Tikme Dash city. They were all male students who did not attend English classes in private institutes. Because it was impossible to disrupt the school schedules, by necessity the groups were selected on the basis of available (convenience) sampling. Since there was one group and the scores of the students for the same group of students on two different (pretest-posttest) occasions were used, a paired-samples t-test was run in SPSS for analyzing data. There was a statistically significant increase in students’ scores from Time 1 (M=11.43, SD=1.90) to Time 2 (M=13.33, SD=2.48), t (29) =-4.82, p .0005 (two-tailed. The mean increase in learners’ score was-1.90 with a 95% confidence interval ranging from -2.70 to -1.09.The eta squared statistic (0.44) indicated a large effect size. The findings of this study may be profitable for teachers, ELT administrators, experts, and even textbook writers and materials developers in Iran. Dear teachers and instructors are recommended that they can use task repetition especially for unmotivated and week students who study a little out of classand hence improve the effectiveness of their teaching and help the learners.