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

Manchón, Rosa M.

doi:10.12795/elia.2014.i14.02

Cited by 25 publications

(13 citation statements)

References 56 publications

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“…We have argued that the limited opportunity for using the CF in a new task was one possible reason for the advantage of SCF. As Manchón (, ) pointed out, task repetition is a crucial task implementation variable for learning in L2 writing performance.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer‐Mediated Environment

Shintani

Aubrey

2016

The Modern Language Journal

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This study extends research on written corrective feedback (CF) by investigating how timing of CF affects grammar acquisition. Specifically, it examined the relative effects of synchronous and asynchronous CF on the accurate use of the hypothetical conditional structure. Participants were 68 intermediate‐level students of English at a university in Japan. Learners from a synchronous CF group (SCF), an asynchronous CF group (ACF), and a comparison group completed 2 writing tasks using Google Docs. The 2 experimental groups received focused direct CF with the following differences: The SCF group received synchronous feedback on grammatical errors during writing tasks, while the ACF learners received feedback after the tasks. Participants revised their texts upon receiving the feedback. The comparison group completed the writing tasks without feedback. Accurate use of the target feature was measured by a set of 3 text reconstruction tasks conducted as pre‐, immediate post‐, and delayed posttests. The results showed that both experimental groups significantly improved from the pretest to the 2 posttests while the comparison group did not. Overall, however, effect sizes for the posttests indicated that SCF was more effective in improving learners’ accuracy with only the SCF group outperforming the comparison group on the delayed posttest.

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer‐Mediated Environment

Shintani

Aubrey

2016

The Modern Language Journal

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“…These findings are in contrast with previous studies (Van Beuningen et al, , ). Given that our design did not include a group that engaged in repeated writing over time but did not engage in written languaging, our data does not allow us to offer firm conclusions on the potential effect of mere writing practice over time, an area of research that certainly needs further investigation from the perspective of task repetition in the environment of writing (see Bygate, ; Manchón, , ).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

Nicolás‐Conesa

Manchón

Cerezo

2019

The Modern Language Journal

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This study attempts to add new empirical evidence on the language learning (operationalized and measured in terms of several dimensions of accuracy) that may derive from accessing and processing written corrective feedback (WCF) on one's own writing. The research questions examined potential interactions between type of WCF (direct vs. indirect), type of errors (grammar vs. nongrammar), and the perspective of feedback (accuracy vs. acquisition) in a single research design. To this end, 46 English majors at a Spanish university participated in a pretest–posttest design, with 2 intervention groups (those receiving direct or indirect WCF and asked to process it via written languaging) and a control group (who wrote and rewrote their texts without the help of WCF but also engaged in languaging). The analyses conducted show (a) limited appropriation of the WCF received, (b) positive short‐term and longer term benefits resulting from the combined effect of WCF and written languaging, and (c) differential effects of type of WCF on error types. These findings are discussed from the perspective of current theory and research on the manner in which WCF may contribute to language learning in terms of the dual distinction between feedback for accuracy and feedback for acquisition.

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“…The interest of researchers in the potential of writing for FL learning has increased in the last decade. In contrast to the traditional 'learning to write' approach in a FL, there is currently an emphasis on the idea of 'writing to learn languages' (Manchón, 2011(Manchón, , 2014. This new perspective considers that the intrinsic characteristics of writing trigger cognitive processes that facilitate L2 learning.…”

Section: Writing Tasksmentioning

confidence: 99%

“…This new perspective considers that the intrinsic characteristics of writing trigger cognitive processes that facilitate L2 learning. Among other benefits, writing offers learners extra time to pay attention to language use, which may not be as available during oralonly tasks (Storch, 2016), as well as access to resources to devote to deeper language processing (Manchón, 2014).…”

Section: Writing Tasksmentioning

confidence: 99%

“…Nevertheless, most research has focused on the oral mode and studies that target the effect of oral interaction on YLs' written production are scarce (García Mayo & Azkarai, 2016). More specifically, task repetition (TR) and its impact on these learners' attention to form during writing tasks is an area that remains under-researched (Kim, 2013;Manchón, 2014). Thus, more research on the performance of young foreign language (FL) learners is needed as it may potentially have a pedagogical impact (e.g.…”

Section: Introductionmentioning

confidence: 99%

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The influence of task repetition type on young EFL learners’ attention to form

Hidalgo

Mayo

2019

Language Teaching Research

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Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-related episodes (LREs). Forty ( n = 40) beginner learners of English as a foreign language (EFL) worked with two types of TR: exact TR (ETR), where the participants repeated exactly the same task, and procedural TR (PTR), where the participants repeated task type but with different content. Contrary to most previous research, most LREs were form-focused, and resolved target-like in both groups. The results also revealed a statistically significant decrease in the number of LREs at time 3 in the ETR group, whereas the LREs in the PTR group remained stable. Pedagogical implications of these findings will be discussed.

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

Abstract: This paper looks into the distinctive nature of task repetition (TR) in the environment of L2 writing and the potential language learning benefits that may derive from implementing various forms of TR. The main

Cited by 25 publications

References 56 publications

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer‐Mediated Environment

The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer‐Mediated Environment

The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

The influence of task repetition type on young EFL learners’ attention to form

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