Investigating the Differential Effects of Task Repetition and Task Rehearsal on Immediate and Delayed Oral Performance of EFL Learners with Low Working Memory Capacity

Document Type : Original Article

Authors

1 Ph.D. Candidate in Applied Linguistics, Department of English Language and Literature, University of Guilan, Guilan, Iran

2 Associate Professor of Applied Linguistics, Department of English Language and Literature, University of Guilan, Guilan, Iran

10.22077/ali.2025.9328.1141

Abstract

Abstract
Task-based instruction has gained significant attention in second language research, particularly in how task conditions impact learner performance. This study examined the differential effects of repetition and rehearsal, two distinct task-readiness conditions, on the immediate and delayed L2 performance of EFL learners with low Working Memory Capacity (WMC). A quasi-experimental design was employed to address the research questions. Four instruments were utilized: the Oxford Placement Test (OPT), a WMC test, a practice task, and a main task. Thirty-eight EFL learners were randomly allocated to two groups, each exposed to a distinct readiness condition—rehearsal or repetition. Participants were selected from an intermediate-level English course at a private language institute using convenience sampling and then randomly assigned to the two conditions. Both groups accomplished an oral task twice, with the rehearsal group being aware of the second performance in advance, while the repetition group had no such awareness. Task performances were evaluated based on Complexity, Accuracy, and Fluency (CAF). The results indicated that although both conditions positively influenced task outcomes, only the rehearsal group showed statistically significant improvements across all CAF dimensions in both immediate and delayed performances. These results contribute to the growing body of research on individual differences in task-based learning by demonstrating that rehearsal is a more effective readiness strategy than repetition for EFL learners with low WMC. This finding can inform instructional design and classroom practice in contexts where cognitive load is a concern.

Keywords

Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025
Pages 69-81

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History

  • Receive Date: 04 May 2025
  • Revise Date: 24 June 2025
  • Accept Date: 07 August 2025

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