task repetition and efl learners’ engagement and metacognitive judgment

This study explored the impact of task repetition on the engagement and metacognitive judgment of iranian efl (english as a foreign language) learners. using a convenience sampling method and a quasi-experimental design, the researchers began by administering the oxford placement test to identify 60 intermediate-level participants. these participants were randomly assigned to either an experimental group or a control group. the experimental group engaged in instruction that emphasized repetition tasks as a central pedagogical strategy, specifically focusing on learning about daily routines. in contrast, the control group received standard lessons on daily routines without the incorporation of repetition tasks. to evaluate the outcomes, both groups completed the student engagement questionnaire (seq), adapted from zepke et al. (2011), along with kolovelonis’ (2023) questionnaire to assess their metacognitive judgment. the results of an independent sample t-test revealed significant differences between the two groups in terms of both engagement in learning and metacognitive judgment. these findings suggested that task repetition positively influenced iranian efl learners’ engagement and enhanced their ability to evaluate their own learning processes. the study concluded with implications for teaching practices, highlighting the importance of incorporating task repetition in language instruction to boost learners’ engagement and metacognitive awareness. additionally, it offered suggestions for future research to further investigate these effects in different contexts or with varying learners’ demographics.

task repetition and efl learners’ engagement and metacognitive judgment

this study explored the impact of task repetition on the engagement and metacognitive judgment of iranian efl (english as a foreign language) learners. using a convenience sampling method and a quasi-experimental design, the researchers began by administering the oxford placement test to identify 60 intermediate-level participants. these participants were randomly assigned to either an experimental group or a control group. the experimental group engaged in instruction that emphasized repetition tasks as a central pedagogical strategy, specifically focusing on learning about daily routines. in contrast, the control group received standard lessons on daily routines without the incorporation of repetition tasks. to evaluate the outcomes, both groups completed the student engagement questionnaire (seq), adapted from zepke et al. (2011), along with kolovelonis’ (2023) questionnaire to assess their metacognitive judgment. the results of an independent sample t-test revealed significant differences between the two groups in terms of both engagement in learning and metacognitive judgment. these findings suggested that task repetition positively influenced iranian efl learners’ engagement and enhanced their ability to evaluate their own learning processes. the study concluded with implications for teaching practices, highlighting the importance of incorporating task repetition in language instruction to boost learners’ engagement and metacognitive awareness. additionally, it offered suggestions for future research to further investigate these effects in different contexts or with varying learners’ demographics.