The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production

Abstract The present study investigated the effects of pre-task explicit instruction, input modality of task types, and working memory (WM) on the oral production of second language (L2) learners. It employed a 2 × 2 factorial design, randomly assigning 83 high school students to four groups based on instructional treatment (with or without pre-task explicit instruction) and task type (picture story-retelling vs. dictogloss task). Analysing the complexity, accuracy, and fluency of oral productions revealed that explicit instruction positively influenced the rate and accuracy of producing the target structure, but led to less complex and fluent output. The effects of task types were evident, with picture story-retelling being superior to dictogloss in various areas, suggesting the significance of the input modality of tasks in oral performance. Finally, WM positively affected accuracy and fluency, highlighting its role in input processing and L2 oral production. The findings help reconcile mixed results in the literature by unravelling a more nuanced relationship among pre-task explicit instruction, input configurations of task types, and WM in L2 oral performance. Therefore, they offer valuable insights for educators, researchers, and curriculum designers seeking to enhance language learning outcomes using tasks.