The Effects of Task Repetition on Child EFL Learners’ Oral Performance

Sun, Bo; Révész, Andrea

doi:10.37213/cjal.2021.31382

Cited by 11 publications

(6 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings are in agreement with Spring (2020), who found that video project-based learning could enhance students' speaking proficiency in terms of fluency and accuracy but did not make gains in complexity, especially lexical work. A study conducted by Révész and Sun (2021) also revealed that tasks on oral productions promoted students' linguistic fluency and accuracy but not complexity. It seems that students needed more time and courage to improve their linguistic complexity.…”

Section: Finding and Discussionmentioning

confidence: 98%

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Sulistyo,

Lutviana

2023

VELES

View full text Add to dashboard Cite

Effective learning activities in the classroom that motivate students toward language proficiency should be thoughtfully implemented. One notable method is task-technology fit (TTF), which combines task-based language learning (TBLL) and project-based learning (PjBL). This study explores this intersection through video project-based learning (VPBL). It seeks to understand how VPBL interventions influence students' speaking proficiency, especially in areas of complexity, accuracy, and fluency, while also examining the role of students' self-efficacy and self-reflection. Utilizing a pre-experimental design without a control group, this research was conducted among second-year students of the English Education Program at Universitas PGRI Kanjuruhan Malang in their Speaking course. 37 students participated in a speaking test prompt and answered self-reflection and self-efficacy questionnaires, while 8 students underwent a more detailed interview regarding their VPBL experience. Results showed a general enhancement in speaking proficiency, primarily due to VPBL's unique structure and the student's capacity for self-reflection. Although improvements in fluency and accuracy were noted, there was not significant progress in complexity, indicating that while students utilized VPBL for refining their speaking skills, further efforts are required to advance their linguistic intricacy.

show abstract

Section: Finding and Discussionmentioning

confidence: 98%

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Sulistyo,

Lutviana

2023

VELES

View full text Add to dashboard Cite

show abstract

“…Penelitian sebelumnya membuktikan bahwa metode active recall dapat membantu siswa mengingat kosa kata bahasa Inggris baik melalui kuis dalam berbagai media, maupun tes beruntun (Alghamdi & Elyas, 2020;Katemba & Sinuhaji, 2021). Penelitian lain juga membuktikan selain sebagai sarana mengingat kosa kata metode active recall dapat membantu siswa dalam keakuratan pelafalan kosa kata Bahasa Inggris ( (Sun & Révész, 2021). Dalam pembelajaran sains, active recall terbukti dapat meningkatkan pemahaman siswa melalui teknik membuat mind map setelah mendapatkan materi pembelajaran, hal tersebut terjadi karena otak terus-menerus mengingat informasi dan hanya fokus kepada informasi penting (Karpicke & Blunt, 2011).…”

Section: Pendahuluanunclassified

Profil Kemampuan Mengingat Kosa Kata Bahasa Inggris Siswa Menggunakan Metode Active Recall

Shafira,

Safitri,

Yuniarti

et al. 2023

TELAD

View full text Add to dashboard Cite

This article aims to: (1) find out whether the active recall method can improve students' ability to remember vocabulary in learning English?, (2) find out how the learning process using the active recall method can improve students' ability to remember vocabulary in learning English. This research is qualitative research with a descriptive explanation. In the process, the researcher will make observations in the high grades of elementary school to observe the benefits of the active recall method in learning English. From the results of the research that we have done, it can be concluded that the ability to remember English vocabulary has increased significantly. Abstrak: Artikel ini bertujuan: (1) mengetahui apakah metode active recall dapat meningkatkan kemampuan mengingat kosa kata siswa dalam pembelajaran Bahasa Inggris?, (2) mengetahui bagaimana proses pembelajaran dengan metode active recall dapat meningkatkan kemampuan mengingat kosa kata siswa dalam pembelajaran Bahasa Inggris?. Penelitian ini merupakan penelitian kualitatif dengan penjelasan deskriptif, dalam prosesnya peneliti akan melakukan observasi di kelas tinggi SD guna mengamati manfaat metode active recall dalam pembelajaran Bahasa Inggris. Dari hasil penelitian yang telah kami lakukan, dapat diperoleh kesimpulan bahwa kemampuan dalam mengingat kosa kata bahasa Inggris telah mengalami peningkatan secara signifikan.

show abstract

“…One such issue is the spacing between task repetitions. A range of temporal gaps between task performances has been used in the literature, from immediate task repetition (e.g., Sun & Révész, 2021) to days (e.g., Gass et al., 1999) or weeks (e.g., Bygate, 2001). These gaps often appear to have been chosen arbitrarily (DeKeyser, 2018).…”

Section: Task Repetitionmentioning

confidence: 99%

Spacing Effects in Task Repetition Research

Rogers

2022

Language Learning

View full text Add to dashboard Cite

This article provides a conceptual review of the principles of input spacing as they might relate specifically to oral task repetition research and presents some of the common methodological considerations from the broader input spacing literature. The specific considerations discussed include the interaction between intersession intervals and retention intervals, the manipulation of posttests as a between-participants variable, the number of task repetitions, absolute versus relative spacing, the criterion of learning, task type versus exact task repetition, and blocked versus interleaved practice. Each of these considerations is discussed with links, as appropriate, to the relevant empirical input spacing and task repetition literature. The purpose of this review is to highlight how, in many cases, these methodological considerations have been overlooked by task repetition researchers, including in studies where input spacing has and has not been a direct focus, and to suggest ways of addressing these methodological shortcomings in future research.

show abstract

The Effects of Task Repetition on Child EFL Learners’ Oral Performance

Cited by 11 publications

References 31 publications

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Profil Kemampuan Mengingat Kosa Kata Bahasa Inggris Siswa Menggunakan Metode Active Recall

Spacing Effects in Task Repetition Research

Contact Info

Product

Resources

About