The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension

Document Type : Original Article

Authors

1 M.A. in Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Islamic Azad University, West Tehran Branch, Tehran, Iran

2 Ph.D. in Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Islamic Azad University, East Tehran Branch, Tehran, Iran

Abstract

This study investigates the effects of task complexity and task repetition on the reading comprehension of Iranian EFL learners. The primary aim was to determine whether varying levels of task complexity and the repetition of these tasks could lead to significant enhancements in learners' reading comprehension abilities. A pretest-posttest design was utilized to assess the participants' performance before and after the intervention. Statistical analyses, including the One-Sample Kolmogorov-Smirnov Test and paired samples t-tests, were conducted to assess data normality and evaluate the significance of observed differences. The findings indicated that both task complexity and task repetition had a substantial positive impact on the reading comprehension scores of Iranian EFL learners. Task complexity promoted deeper cognitive engagement, while task repetition facilitated retention and mastery of reading skills. These results suggest that incorporating strategically designed complex tasks and repeating them can enhance reading comprehension in EFL contexts. The study concludes that task complexity and repetition are effective strategies for improving reading comprehension among Iranian EFL learners. The enhancement in comprehension can be attributed to the cognitive challenges posed by complex tasks and the reinforcement provided through task repetition. Educators are encouraged to integrate tasks with varying levels of complexity and to implement repetitive practice within their instructional strategies. This approach not only aids in comprehension but also fosters a more engaging learning environment. Future research should explore the optimal levels of task complexity and repetition to maximize learning outcomes and examine their applicability in diverse educational contexts.

Keywords

References

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Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 142-157

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History

  • Receive Date: 18 January 2025
  • Revise Date: 11 May 2025
  • Accept Date: 02 June 2025

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