Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This mixed-methods study investigates how task type—independent versus integrated—and task repetition may influence the complexity, accuracy, and fluency (CAF) of second language oral performance and learners’ underlying attention orientation. Fifty-six Iranian English as a Foreign Language (EFL) learners completed either an independent (reading–speaking) or integrated (reading–listening–speaking) task, repeated after one week. CAF measures captured performance changes, and stimulated recall interviews with 24 participants traced attentional allocation according to Levelt’s (1989) speech model. No interaction effects emerged, but significant main effects were found: repetition was associated with increases in syntactic complexity and accuracy, and task type affected speech rate. Stimulated recalls appeared to align with these findings...

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