2013
DOI: 10.1080/17501229.2013.770860
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The influence of task repetition and task structure on EFL learners' oral narrative retellings

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Cited by 8 publications
(3 citation statements)
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“…Studies conducted on the impact of within-task planning or on-line planning (e.g., Ahmadian, 2012;Ellis, 1987;Ellis & Yuan, 2004;Sangarun, 2005) indicated that planning one's attentional resources at the time of doing the task enables learner to focus more on accuracy. Moreover, studies on post-task effect (e.g., Fukunta, 2015;Saeedi & Rahimi Kazerooni, 2014;Skehan & Foster, 1997 have demonstrated the beneficial effect of activities such as transcribing one's speech or re-doing the task publicly or privately on learners' accuracy.…”
Section: Introductionmentioning
confidence: 99%
“…Studies conducted on the impact of within-task planning or on-line planning (e.g., Ahmadian, 2012;Ellis, 1987;Ellis & Yuan, 2004;Sangarun, 2005) indicated that planning one's attentional resources at the time of doing the task enables learner to focus more on accuracy. Moreover, studies on post-task effect (e.g., Fukunta, 2015;Saeedi & Rahimi Kazerooni, 2014;Skehan & Foster, 1997 have demonstrated the beneficial effect of activities such as transcribing one's speech or re-doing the task publicly or privately on learners' accuracy.…”
Section: Introductionmentioning
confidence: 99%
“…As for students' oral production, the majority of these studies have made use of complexity, accuracy, and fluency (CAF) indices to measure students' performance. It has generally been demonstrated that pre-task planning has positive impacts on students' oral production fluency and complexity (e.g., Ellis, 2009;Saeedi, 2013); however, regarding students' oral production accuracy, the results have been largely inconclusive with some showing positive impacts (e.g., Tavakoli & Skehan, 2005) and some showing no significant impacts (e.g., Yuan & Ellis, 2003) of pre-task planning on students' oral production.…”
Section: Introductionmentioning
confidence: 99%
“…Bygate, 1996;Gass et al, 1993;Kim & Tracy-Ventura, 2013;Patanasorn, 2010), and/or CAF measures of the speech produced (i.e., complexity, accuracy, and fluency, cf. Ahmadian & Tavakoli, 2010;Bygate, 2001;Kim & Tracy-Ventura, 2013;Lynch & Maclean, 2000;Saeedi & Kazerooni, 2014), looking at both short-term and longer-term changes, in the latter case ranging from 4 weeks (cf. Kim & Tracy-Ventura, Rosa M. Manchón DOI: http://dx.doi.org/10.12795/elia.2014.i14.02 2013) to 10 weeks (cf.…”
Section: The Language Learning Effects Of Task Repetition Empirical mentioning
confidence: 99%