An Investigation into the Use of Different Types of Repetition in L2 Writing Course: University Students Uptake in Focus

Previous studies on task repetition primarily focused on how task repetition features second language (L2) writing. In view of that, this quasiexperimental study intended to examine the effect (if any) of task type on the written complexity, accuracy, and fluency of L2 English university students. To conduct the study, 60 male and female MA TEFL students from were selected through purposive sampling. They took part in English Writing Proficiency Test (EWPT). Then, they were randomly divided into two groups, that is, task-repetition (Group I) and procedural-repetition (Group II) groups. Though the content materials for the two groups were the same, the task-repetition group repeated the same task for five times and the procedural-repetition group did the same task with different exercises. The gathered data were analyzed both descriptively and inferentially through independent Samples t-test. The result showed that task and procedural repetitions have significant influence on the improvement of the participants uptake. In fact, in task repetition process shifted the students attention from meaning to the form (viz. CAF), but procedural repetition does not exert such an impact on students attention.