Data for The Roles of Task Modality and Spacing Effects in Complexity of L2 Learners' Repeated Task Performance

Recent research on Task Repetition (TR) has demonstrated that TR is an effective method for improving the performance of second language learners in the classroom. However, little is known about how varying the mode of communication and space between repetitions impacts the learners' performance. The current study aimed to determine whether and to what degree the complexity of learners' repeated task performance varies depending on the written or oral mode, how different interval lengths impact the complexity of the L2 repeated task performance, and if interval length influences the complexity of oral and written L2 repeated task performances in the same or different ways. Ninety intermediate English learners were divided into six groups, tasked with completing the same narrative assignment orally or in writing on three occasions, with intervals of one week, three days, or no interval. The results showed no significant difference in syntactic or lexical complexity between oral and written repeated task performances. However, interval length did impact performance complexity, with differential effects observed for oral versus written modes on specific measures. Based on the findings, it is recommended that English instructors consider employing repetition at more frequent intervals as a strategy to augment the syntactic complexity of learners' language output.