Effects of task repetition awareness and the need for cognition on the complexity, accuracy, and fluency of L2 oral performance

This study sought to examine whether task repetition awareness and learners’ need for cognition as an individual difference have any effects on the complexity, accuracy and fluency of EFL learners’ L2 oral productions. Sixty Iranian intermediate EFL learners were randomly selected and assigned to three groups, namely aware group (AG, n = 20), unaware group (UG, n = 20) and, control group (CG, n = 20). The first group required to perform a problem-solving task and after completion, they were instructed the benefits of repeating a task. This group was asked to repeat the exact task for another three times. Meanwhile, the task was introduced to the unaware group and this time, they repeated the task three times after the first task completion, without the awareness The control group only participated in the first task performance and final stage of performance. The oral performance wasanalyzed based on the accuracy, fluency, and complexity measures. At the final session, all three groups answered the need for cognition questionnaire. The results of MANOVA analysis indicated that task repetition awareness increases the complexity of oral productions of EFL learners. In addition, task repetition alone is helpful in increasing the fluency of the participants. The results of need for cognition were not significant in this study. Implications for further research and language teachers are also provided.