oral reproduction

The present study explored the effects of three forms of reading-based L2 vocabulary tasks on learning and retention of 40 target words by Iranian intermediate and advanced male English as a Foreign Language (EFL) learners. To this end, 176 EFL learners were randomly selected and assigned to three experimental and one control condition across two levels of intermediate and advanced proficiency levels. The participants in the experimental conditions read 8 texts including 40 target words and performed word-focused (WF) tasks, oral reproduction (OR) plus summary writing (SW) tasks, and WF plus OR vocabulary tasks incorporating target words according to their task designation. The results of two-way MANOVA and Scheffe’s post-hoc test demonstrated that while all three experimental conditions significantly outperformed the control group in terms of learning and retention of target words, the WF plus OR task was found to be the most effective condition. The results are justified in light of Laufer and Hulstjin’s (2001) Involvement Load Hypothesis, Nation and Webb’s (2011) Technique Feature Analysis, the Skill Acquisition Theory, and Swain’s (1985) Output Hypothesis. The study concluded with pedagogical implications for language teachers and materials developers with regard to including both word-focused and meaning-oriented L2 vocabulary tasks in language classes and language textbooks.

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.