Learner-Generated Noticing Through Task Repetition and Transcription

Abstract

Task repetition provides opportunities for learners to attend to language form, but findings on its effects are inconsistent. Thus, this study investigates the effects of task repetition on learner performance and further examines whether adding a transcription activity to task repetition directs their attention to form, thus improving learners’ performance. Twenty-four EFL students performed two picture narration tasks, each of which is repeated, but one of the tasks additionally adopted transcription. The participants had a self- and peer evaluation of task performance with the transcription. Later, the participants’ experiences on repetition and transcription were asked through a questionnaire. Learner performance was assessed in terms of accuracy and fluency. A repeated measures MANOVA indicated the significant effects of task repetition only on the length of production. A comparison of accuracy and fluency in the learners’ production in the two tasks found no difference, indicating that the additional transcription activity failed to improve learner performance. Despite no significant effects of transcription, the results of a questionnaire suggest that the transcription activity helped the learners notice and work on their own problems.