Abstract:
There has been very little focus on the acquisition of form during the post-task phase
in the present task-based language teaching. Therefore, this experimental study investigates
after drawing the attention of learners to form in the during task phase, the effects of task
repetition on the acquisition of forms. The language form, the simple present, was selected.
The selection was due to the perceived difficulty of learning this structure through the 35 year
experience of English Language Teaching of the researcher. The participants who are grade
nine students from a popular school were randomly assigned to two groups. The experimental
group repeatedly completed same tasks while the control group did not. Two tests: pre and
immediate post-tests were administered to check the improvement in oral as well as written
production. Results revealed that the experimental group outperformed the control group
both in writing and in speech both in accuracy, and fluency. However, the difference in
complexity was not statistically significant.
