Effects of the Number of Task Repetitions on Korean Middle School Students’English Writing and Perception

초록

The purpose of this study was to investigate the effects of task repetitions on Korean middle school students’ L2 writing and perception, particularly in relation to the number of task repetitions. Task repetition effects were measured in terms of their transferability to a more complex task. Three third-grade middle school classes were assigned to a 2-repetition group, a 3-repetition group, and a control group. The first two groups repeated a simple letter writing task twice and three times, respectively. Then, all three groups performed a cognitively more complex letter writing task and rated its difficulty level. In addition, retrospective reports were collected from the 3-repetition group to examine their perception about task repetition. The analysis of the complex task performances revealed that only the 3-repetition group performed significantly better than the control group in terms of accuracy only. The participants perceived the benefits of task repetition in reducing cognitive burden and reallocating their attention to linguistic forms, but at the same time they felt that task repetition was boring and tiring.

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