Language learners' and teachers' perceptions of task repetition

This study examined how English language learners and teachers perceive and interpret task repetition (TR) and whether teachers’ and learners’ views about this pedagogic practice correspond to one another. In addition, the study explored learners’ cognitive and affective engagement with task repetition. We asked eight experienced language teachers to use a structured picture description task in their classes and then to repeat it with a one-week interval. Immediately after the second occasion of task performance, all eight language teachers and 21 language learners who had performed the task participated in semi-structured interviews. The results of thematic analysis revealed that although students’ and teachers’ views about TR were similar in many respects, there were important aspects where teachers’ and learners’ perceptions and interpretations differed widely. Also, we found evidence demonstrating that learners were cognitively and affectively engaged in TR.