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جستارهای زبانی، جلد ۱۴، شماره ۳، صفحات ۱۲۳-۱۴۴
عنوان فارسی Task Repetition from EFL Learners’ Perspectives: A Longitudinal Multiple-Case Analysis
چکیده فارسی مقاله This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education.
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عنوان انگلیسی Task Repetition from EFL Learners’ Perspectives: A Longitudinal Multiple-Case Analysis
چکیده انگلیسی مقاله This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education.
کلیدواژه‌های انگلیسی مقاله task repetition,EFL learners,attitudes,reciprocal narrative task,post-task transcription
نویسندگان مقاله Shokouh Norouzian |
Department of English Language and Literature, University of Mazandaran, Babolsar, Iran

Baqer Yaqubi |
Department of English Language and Literature, University of Mazandaran, Babolsar, Iran

Zahra Ahmadpour Kasgari |
Department of English Language and Literature, University of Mazandaran, Babolsar, Iran

نشانی اینترنتی https://lrr.modares.ac.ir/article_7364_cc542f90775851f068d15301eaabba2e.pdf
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