دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 14 3 2023 05 22 Task Repetition from EFL Learners’ Perspectives: A Longitudinal Multiple-Case Analysis Task Repetition from EFL Learners’ Perspectives: A Longitudinal Multiple-Case Analysis 123 144 7364 10.48311/LRR.14.3.123 FA Shokouh Norouzian Department of English Language and Literature, University of Mazandaran, Babolsar, Iran Baqer Yaqubi Department of English Language and Literature, University of Mazandaran, Babolsar, Iran Zahra Ahmadpour Kasgari Department of English Language and Literature, University of Mazandaran, Babolsar, Iran Journal Article <span><span><span><span><span><span><span>This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education. </span></span></span></span></span></span></span><br> <span>This study was conducted to examine learners’ attitudes and perceptions toward the efficacy of task repetition: whether or not they appreciated task repetition as an effective classroom strategy for enhancing their oral performance. To this end, a multiple case study approach was adopted in which six intermediate English as a Foreign Language (EFL) learners were investigated over a four-month period in an intact class. Four data collection tools were used: (1) multiple interview sessions, (2) learner diaries, (3) participant observation, and (4) classroom portfolios. In addition, 20 hours of the learners’ audio-recorded task performances across sessions were transcribed and analyzed for signs of improvements in qualities of oral performance. Results indicated that despite the fact that repeating reciprocal narrative tasks led to gains in oral performance, learners viewed task repetition as a futile activity that did not affect their performances over time. The findings are discussed, and implications are provided in the context of education. </span><br> https://lrr.modares.ac.ir/article_7364_d82f9436247aa0049767b776dceab4ed.pdf