MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT

Abstract To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed same oral narrative six times under three schedules. They narrated six-frame cartoon story (a) consecutively in one class (massed practice), (b) at beginning and end a (short-spaced (c) as part two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using novel showed that massed practice reduced breakdown fluency (mid-clause clause-final pauses) most. However, participants massed-practice group degraded speed (slower articulation rate) repair (more verbatim repetition). schedule seem limited on 1-week delayed involving cartoon. Yet, when practiced later, also resulted more repetition.