The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance

Abstract Given the benefits of task repetition, post-task transcribing and teacher corrective feedback, examining the combined effects of task repetition and post-task teacher-corrected transcribing is promised to produce gains in L2 oral performance. In recognition of this potential, this study examined the effects of task repetition combined with post-task teacher-corrected transcribing (TRPTCT) on the complexity, accuracy, and fluency (CAF) of L2 oral performance and CAF gains over time. On a sample of 27 second year English-majors in a Vietnamese university, they were randomly divided into three groups including TRPTCT, task repetition (TR), and control groups. They later orally performed three picture description tasks, which were measured in terms of CAF. Results showed that the TRPTCT condition was superior to the TR condition at increasing complexity and fluency for the students’ repeated task performances. Additionally, the TRPTCT condition was better at fostering accuracy in verb forms and complexity in terms of clause subordination and length of language production as learning gains in the new task performance.