Examining the role of feedback, learner self-assessment and teacher’s guidance on repeated L2 task performance, this study shows important effects for task repetition and feedback and that technology allows for a repeated examination of learner performance and to determine the effects of self-assessment, coupled with teacher feedback, on task repetition.
This study aims to examine the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. It is a classroom-based study conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners (n=52) were tasked with preparing and delivering a technology-mediated oral presentation (i.e., task) on a topic of their choice. First, they presented the task to the whole-class, reflected on their performance in terms of language and format quality, and received teacher’s feedback. Four weeks later, they produced a second recording and reflected on it again. A comparison group (n=26) also delivered a presentation before a class but did it once, without reflection or teacher feedback. Both groups used technology to prepare, deliver, and document their presentations. The recordings were rated on six rubric-determined traits by the teacher and an independent rater, and the scores were compared between groups. To determine the effects of self-assessment, coupled with teacher feedback, on task repetition, learners’ written reflections and teacher’s comments were analyzed using discourse coding techniques. The results revealed benefits for task repetition and self-assessment during the performance of the same task for the experimental group, confirming the importance of task repetition in EAP contexts and the need for continuous and teacher-supported learner self-assessment in learner task performance and outcome.
