1. Promoting attention to form through task repetition in a Korean EFL context

Kim, YouJin

doi:10.1075/lllt.34.04ch1

Cited by 37 publications

(98 citation statements)

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“…For instance, Kim and Tracy-Ventura (2013) found that procedural TR (in contrast to exact task repetition) resulted in improved syntactic complexity, whereas Kim (2013) found that repeating the same task with different content (i.e., procedural task repetition) elicited more attention to both lexis and grammar, as compared with students who repeated the same task with exact content. This led the author to suggest that "repeating tasks with the same procedure may help learners elaborate their ideas by using new expressions because of the extra attention available to focus on linguistic forms (both lexical and grammatical) during task performance" (Kim, 2013, p. 18).…”

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

“…Another focus of research (be it a focus on performance measures or not) has been the examination of the effects of various forms of TR on attention to language/focus on form while engaged in task execution, operationalized as LREs (language-related episodes), examining at the same time which dimension of language is fostered by task-type repetition (cf. Kim, 2013). A third focus of research has been the analysis of the effects of various forms on TR on the use of discourse and interactional features (cf.…”

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

“…Bygate, 1996Bygate, , 2001Bygate & Samuda, 2005;Gass et al, 1999;Patanasorn, 2010), as well as various forms of interactive tasks (with both learner-learner and learnerteacher interaction), such as poster carousel (Lynch & Maclean, 2000), interviews (Bygate, 2001), or various forms of information exchange tasks based on prompts (cf. Kim, 2013;Kim & Tracy-Ventura, 2013).…”

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

“…Plough & Gass, 1993;Mackey et al, 2007). In addition, one study (Kim, 2013) looked into students' and teachers' perceptions of the usefulness of TR (a highly critical and relevant pedagogical concern), and three studies (Baleghizadeh & Derakhshesh, 2012;Hawkes, 2011;Sheppard, 2006, the latter studied here via Ellis, 2009) examined the combined effect of TR and some intervening manipulation of the learner's attention to language before the repetition of the task, be it a FonF session (Hawkes, 2011, a study in which TR is viewed as a form of post-task activity) or the provision of feedback (Baleghizadeh & Derakhshesh, 2012;Sheppard, 2006). It is worth mentioning that only Sheppard (2006) included a control group who engaged in TR without the availability of feedback and so the results of the other two studies mentioned in this group have to be taken with caution.…”

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

“…In addition to those studies that have looked into the learning potential of these three forms of TR (i.e., they have investigated the effects of task repetition), others have investigated the effect of task-type repetition, thereby contrasting the learning outcomes of various types of TR, be it exact task repetition and procedural repetition (cf., Kim, 2013), content TR and procedural TR (cf. Mackey, Kanganas, & Oliver, 2007), or exact TR, content TR, and procedural TR (cf.…”

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

See 4 more Smart Citations

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

Manchón¹

2014

Elia

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Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

Section: The Language Learning Effects Of Task Repetition Empirical mentioning

confidence: 99%

See 3 more Smart Citations

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

Manchón¹

2014

Elia

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Implementation of a Localized Task‐Based Course in an EFL Context: A Study of Students’ Evolving Perceptions

2017

Self Cite

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Despite a strong pedagogical orientation, the majority of research examining the effectiveness of task-based language teaching (TBLT) and perceptions toward TBLT has been investigated in isolation rather than embedded in larger curricular contexts (McDonough, 2015). The current study examines the process of developing a TBLT curriculum in South Korea and evolving perceptions toward this particular semester-long task-based course of students from one intact university class. Dynamic systems theory is used to investigate students' evolving perceptions of the new task-based course using two longitudinal data sources, surveys and portfolios. End-of-task unit surveys from 27 students and one focal participant's portfolio entries were analyzed both quantitatively and qualitatively. Findings demonstrate that students' perceptions toward TBLT changed over time and that diverse factors affected how learners feel about task-based instruction. Findings are discussed in light of developing localized TBLT curricula.

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Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions

Aubrey

2017

TESOL Quarterly

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This article reports on a study that investigates the effects of inter-cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language (EFL) classroom. Using a quasi-experimental design, Japanese EFL learners in the inter-cultural group (n = 21) and the intra-cultural group (n = 21) reported on their perceptions of task experiences for each performance. Under the intra-cultural condition, learners performed tasks with Japanese peers, whereas under the inter-cultural condition learners were paired with non-Japanese international students. The dimensions of flow, as they emerged in the data, were identified via a content analysis of 208 diary entries. The findings revealed that inter-cultural task interaction generated significantly more flow-enhancing experiences and fewer flow-inhibiting experiences than intra-cultural task interaction. An examination of the relative strength of each dimension revealed that learners experiencing inter-cultural task-based interaction benefited from a sense of accomplishment, which increased in strength as learners progressed through the tasks. Results provide insights into how components of flow are interrelated and change over time during inter-cultural interactions, and suggest a model for how tasks can be implemented in the classroom to promote certain aspects of flow.

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1. Promoting attention to form through task repetition in a Korean EFL context

Cited by 37 publications

References 0 publications

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

Implementation of a Localized Task‐Based Course in an EFL Context: A Study of Students’ Evolving Perceptions

Measuring Flow in the EFL Classroom: Learners’ Perceptions of Inter‐ and Intra‐Cultural Task‐Based Interactions

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