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The present study aimed at investigating the effects of content familiarity and task repetition on Iranian EFL learners’ engagement in L2 oral performance. To this end, 44 intermediate EFL learners (17 males and 27 females) from Nahal, Nik, Rastak and Noyan English institutes in Isfahan, Iran, whose age range from 16 to 25, were selected through Oxford Placement Test (OPT). To collect the data, one familiar narrative task (events in Iran) and one unfamiliar task (events in China) were selected for the participants to narrate each one two times. After this phase, a stimulated recall interview was conducted with all the selected participants to capture their inner thoughts about speech production and affective responses to content familiarity and task repetition. After the data collection, the data were analyzed to compare the two familiar and unfamiliar topics to explore the effect of familiarity on learners’ engagement in Oral performance, and also to find the effects of task repetition in both familiar and unfamiliar tasks. In addition, he data obtained from the interview were analyzed through content analysis. The results of this study revealed that there was a significant difference between the level of behavioral and cognitive engagement between the familiar and unfamiliar task and also between the first and the second performances of each. Moreover, potential interaction effect was spotted between content familiarity and task repetition in terms of the four indicators.


Task familiarity, Task engagement, Task repetition, L2 oral performance.

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How to Cite
Nazemi, M., & Rezvani, E. (2019). Effects of Task Familiarity and Task Repetition on Iranian EFL Learners’ Engagement in L2 Oral Performance. Contemporary Research in Education and English Language Teaching, 1(4), 45-56.