A Study Of The Combined Effects Of Task Repetition And Immediate Post-task Transcription On EFL Learners’ Oral Production

Research attention has been focused on task repetition and post-task transcription as two types of task implementation in the domain of oral production.A very small number of studies have combined task repetition and post-task transcription to explore the combined effects of both on oral production of foreign language,but the results are still inconsistent.The majority of prior studies in oral production of foreign language have been related to task repetition type or post-task transcription in oral production.Therefore,further research into the joint impact of both on oral production of foreign language is necessary.This study aims to further explore the effects of the combination of task repetition and immediate post-task transcription on EFL learners’ oral production in a repetitive task and a new task,respectively.The research questions of the study are as follows :(1)Does the combination of task repetition and an immediate post-task transcribing activity yield more complex,accurate,and fluent spoken English in a repeated task?(2)Does the combination of task repetition and an immediate post-task transcribing activity yield more complex,accurate,and fluent spoken English in a new task? This study used a hybrid research approach that combines quantitative and qualitative research primarily by gathering transcribed texts,supplemented by structured interview,and analyzing the transcribed texts of 45 first-year English majors in China.According to the experimental requirements,the participants were divided into three groups,namely the task repetition+ immediate post-task transcription group(TRIPT),the task repetition group(TR)and the control group.According to the guidelines for the various experimental treatments,the participants successfully completed the experiment.Participants were interviewed after the three experiments.The results of the study are as follows: On the one hand,in a repetitive task,providing opportunities for immediate transcription and correction after task did not have a significant effect on the complexity and accuracy of second language oral production.However,this opportunity has a significant impact on fluency,increasing pronunciation speed,average speech flow length,speech speed,and reducing average pause length.On the other hand,the ability to provide task repetition and post-task transcription during a newly performed task(a new task is one in which the content of the comic was altered)had no discernible impact on the complexity and accuracy of oral English production compared with the groups that received only task repetition and no experimental task processing.The other four elements of fluency had no discernible influence,except the average pause time.This might be because of their differing working memory capacities,lack of preparation time,the difficulty of subject material of the task,or all of the above.The research results have certain enlightenment for the classroom spoken language teaching of English teachers.Teachers can choose appropriate speaking practice materials to practice students’ speaking according to their overall English level.At the same time,teachers can consider the individual differences of students,such as working memory,learning motivation and learning attitude to set appropriate time and practice cycle,and reduce the impact of students’ boredom.