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Previous task repetition studies have largely overlooked the second language learners' development of linguistic knowledge as well as written accuracy. Furthermore, sufficient attention has not been paid to the role of written corrective feedback (WCF) in task repetition to reinforce attention to form. Moreover, studies exploring task repetition effects on learners with different prior knowledge of the target structure are rare. This study attempted to bridge these lacunas. Seventy-nine upper-intermediate learners in Iran were divided into four groups: task repetition with no feedback (TR), task repetition with metalinguistic feedback (TR+M), task repetition with direct feedback (TR+D), and task repetition with mixed direct metalinguistic feedback (TR+DM). All groups performed an error correction test that measured explicit knowledge, an elicited imitation test that tapped automatized explicit knowledge, and a picture-cued written production test that measured written accuracy. Participants performed a dictogloss task and received WCF before repeating the same task. Subsequently, they performed another dictogloss task with different content. Results revealed that the +Prior Knowledge learners in the TR+DM group gained explicit knowledge and proved slightly better than the TR+D regarding written accuracy. None of the groups, however, could develop automatized explicit knowledge. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to investigate the effect of the input-based and output-based tasks with different and identical degrees of involvement loads on Iranian EFL learners' incidental vocabulary learning. The participants were 120 pre-intermediate EFL learners from five English language institutes in Iran. In Phase 1, the participants received input-based and output-based tasks with identical involvement loads. In phase 2, they received both types of tasks but the involvement load of input-based tasks was higher than that of the output-based ones. Finally, in phase 3, the participants received output-based tasks with higher involvement loads. To measure the amount of vocabulary learning, immediate post-tests and delayed post-tests were administered upon completion of the tasks and a week after the post-tests, respectively. The results revealed that input- and output-based tasks with identical involvement loads had a positive significant effect on students' vocabulary learning and retention at both the post-test and the delayed post-test. Also, input-based tasks with higher involvement loads had no significant effect on students' vocabulary learning and retention at the post-test and delayed post-test. Finally, output-based tasks with higher involvement loads had a positive significant effect on students' vocabulary learning in both the post-test and delayed post-test. The findings have pedagogical implications for teachers and materials developers in developing effective tasks with a sufficient amount of involvement load. [ABSTRACT FROM AUTHOR]