the differential effects of task repetition and task familiarity on efl learners’ writing performance in weblog based environment

This study explored the differential effects of task familiarity and task repetition on efl learners’ writing performance in weblog-based environment and face to face classroom. to this end, 87 iranian intermediate efl students from two branches of islamic azad university, iran were volunteers for participating in this study. subsequently, only 60 students out of these 87 students were chosen based on their preliminary english test scores, and were randomly assigned to two groups (30 students in weblog / 30 students in face-to-face). as well, each group was divided into two sub-groups: 15 students in task repetition group, and15 students in task familiarity group. during the treatment, task familiarity group performed twelve essays tasks. task repetition group repeated tasks with the same procedure and content. the results of a two-way anova revealed that there is no significant difference between the writing performance of efl learners receiving task repetition compared to those receiving task familiarities. besides, the results indicated that the writing scores of learners receiving task repetition through weblog-based environment were better than those in face-to-face classroom. the findings of this study may have implication for efl teachers and material developers to pay attention to the contribution of blogging to writing achievement, and develop materials.