the effect of task repetition and task recycling on efl learners' oral performance

one of the major criticisms leveled at task-based language teaching (tblt), despite its countless merits, is developing fluency at the cost of accuracy. the post-task stage affords a number of options to counteract this downside through task repetition and task recycling. these two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexity (caf). the purpose of the present study is to compare the relative effect of task repetition and task recycling on iranian efl (english as a foreign language) learners’ oral performance in terms of caf.  to this end, eight intermediate efl learners, randomly selected from 30 students in two classes of 15, took part in this study. the participants in both task repetition and task recycling groups were assigned to perform a total of eight tasks. four of these tasks were identical in both groups. each session included one task plus its second performance, namely repetition for the first group and recycling for the second. wilcoxon signed ranks test was used to statistically analyze the recorded data of learners' performances on all eight occasions in terms of caf. the results revealed a significant effect of task repetition on all three measures of performance while task recycling did not prove to have a significant effect except for fluency. on the level of between-group differences, task repetition was found to be dominant outweighing task recycling in all three measures of oral performance. task repetition is hence advised to be incorporated in teaching english, particularly in efl contexts as a viable tool to hone learners’ oral performance on caf.