Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study

Developing writing skills has become a priority for many students in English as a foreign language (EFL) contexts. To this end, classroom practices should be facilitative of opportunities to communicate accurately and fluently in written and oral forms. Drawing on evidence which suggests that task r...

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Autores principales:	Daniela Itzé Arredondo-Tapia, Edgar Emmanuell Garcia-Ponce
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	accuracy fluency content familiarity narrative task student perception task repetition Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11202 https://doaj.org/article/18460485d1bd41ef99ff961e49524d32
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spelling	oai:doaj.org-article:18460485d1bd41ef99ff961e49524d322021-11-10T15:20:05ZRole of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Studyhttps://doi.org/10.17323/jle.2021.112022411-7390https://doaj.org/article/18460485d1bd41ef99ff961e49524d322021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/11202/12927https://doaj.org/toc/2411-7390Developing writing skills has become a priority for many students in English as a foreign language (EFL) contexts. To this end, classroom practices should be facilitative of opportunities to communicate accurately and fluently in written and oral forms. Drawing on evidence which suggests that task repetition allows students to perform subsequent tasks more efficiently and accurately, the study examines the likely effect of procedural repetition with four narrative tasks (i.e. narrating stories in written form after watching short animated videos) on five EFL students’ fluency and accuracy (AF). To do this, the levels of the students’ AF were measured during the performance of each task. Moreover, qualitative data from questionnaires administered to the students after each task were also included to better understand the behavior of the AF levels in relation to their perceptions of the task performance and the familiarity with the content of the tasks. The evidence shows that the students’ AF tended to progressively increase as weeks went by. The highest AF levels were found in the tasks where the content was familiar to the students. The opposite was observed when the students claimed not to be familiar with the content. The argument that we put forward in this article is that task (procedural) repetition may be beneficial for enhancing students’ AF in writing task performance; however, if this practice combines with the students’ lack of content familiarity, AF may engage in a dynamic interaction in which trade-off effects can be observed.Daniela Itzé Arredondo-TapiaEdgar Emmanuell Garcia-PonceNational Research University Higher School of Economicsarticleaccuracyfluencycontent familiaritynarrative taskstudent perceptiontask repetitionEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 45-63 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	accuracy fluency content familiarity narrative task student perception task repetition Education L Philology. Linguistics P1-1091
spellingShingle	accuracy fluency content familiarity narrative task student perception task repetition Education L Philology. Linguistics P1-1091 Daniela Itzé Arredondo-Tapia Edgar Emmanuell Garcia-Ponce Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
description	Developing writing skills has become a priority for many students in English as a foreign language (EFL) contexts. To this end, classroom practices should be facilitative of opportunities to communicate accurately and fluently in written and oral forms. Drawing on evidence which suggests that task repetition allows students to perform subsequent tasks more efficiently and accurately, the study examines the likely effect of procedural repetition with four narrative tasks (i.e. narrating stories in written form after watching short animated videos) on five EFL students’ fluency and accuracy (AF). To do this, the levels of the students’ AF were measured during the performance of each task. Moreover, qualitative data from questionnaires administered to the students after each task were also included to better understand the behavior of the AF levels in relation to their perceptions of the task performance and the familiarity with the content of the tasks. The evidence shows that the students’ AF tended to progressively increase as weeks went by. The highest AF levels were found in the tasks where the content was familiar to the students. The opposite was observed when the students claimed not to be familiar with the content. The argument that we put forward in this article is that task (procedural) repetition may be beneficial for enhancing students’ AF in writing task performance; however, if this practice combines with the students’ lack of content familiarity, AF may engage in a dynamic interaction in which trade-off effects can be observed.
format	article
author	Daniela Itzé Arredondo-Tapia Edgar Emmanuell Garcia-Ponce
author_facet	Daniela Itzé Arredondo-Tapia Edgar Emmanuell Garcia-Ponce
author_sort	Daniela Itzé Arredondo-Tapia
title	Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
title_short	Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
title_full	Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
title_fullStr	Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
title_full_unstemmed	Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study
title_sort	role of task repetition and content familiarity in efl students’ fluency and accuracy in narrative tasks: a case study
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11202 https://doaj.org/article/18460485d1bd41ef99ff961e49524d32
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Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study

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