International Journal of Language and Applied Linguistics The Effect of Task Repetition and Consciousness-Raising on Iranian L2 learners' Writing Performance

Roya Pakbaz, Mohammad Rezai
2015 unpublished
Task based language teaching emerged as a reaction to the form-based methods of L2 teaching to reach more meaningful outputs from the learners. The implementation of tasks in EFL raised several questions of how the quality of the learners' output can be improved in terms of accuracy, complexity, fluency, and lexical intensity (e.g. Bygate, 1999 & Harmer, 2009, among others). The present study aimed at evaluating the possible effects of task repetition with follow-up consciousness-raising
more » ... ness-raising activities to enhance the complexity and accuracy of EFL learners' written output in immediate and delayed post-tests. To this aim, 60 lower intermediate learners participated in this study. Their proficiency level was determined by Oxford Quick Placement Test. They were divided into experimental and control groups and performed on a pre-tests. Consciousness-raising tasks on comparatives, superlatives and articles were implemented in the experimental groups and the main task was carried out. A delayed post-test followed within a three weeks interval. The results revealed that applying consciousness-raising tasks led to more accurate writing production in the repeated performance, indicating that merely repeating a task is not enough for creating more accurate writing drafts. However, the data signified that consciousness-raising activities did not increase the complexity load of the written output significantly. Furthermore, such effect lasted within a three week interval. The results are in accordance with the findings of Balegizadeh and Derakhshesh (2012), Finardi (2008), Zohrabi and Abbasvand (2014) and Nosratinia and Roustayi (2014).
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