Questioning the Effectiveness of Procedural Repetition: The Case of Spanish EFL Primary School Learners L2 Behavior in College Language Learners Lázaro Ibarrola, Amparo Villarreal, Izaskun Task-based language teaching Task repetition English as a Foreign Language (EFL) Children Storytelling complexity Accuracy and Fluency (CAF) Aprendizaje de lenguas basado en tareas (TBLT) Repetición de tareas Niños Inglés como lengua extranjera (EFL) Narración complejidad Corrección y Fluidez (CAF) Special thanks go to the school José María de Huarte in Pamplona for granting permission to conduct the study and to the school teachers for donating their precious class time. Our most heartfelt gratitude to the students for their enthusiasm and help. Last but not least, thanks to Maite and Euri for being there 24/7. It has been claimed that the repetition of the same task type with different content, known as procedural repetition (PR), seems to offer opportunities to focus on form and develop syntactic complexity. At the same time, PR is common and deemed appropriate for the language classroom. This quasi-experimental study explores the effects of PR on the overall production of 5 pairs of young Spanish EFL (age 11) learners in a school context with a beginner level of English. The pairs co-constructed and narrated three stories following the same procedure at three testing times over a three-week period. The analysis of the complexity, accuracy, and fluency of their narratives shows that, unlike previous studies, PR does not have any significant impact on the students’ performance, except for lexical density, which increases in the third attempt. In light of these results, the validity of PR for child populations is discussed. Varios estudios han mostrado que repetir la misma tarea con diferente contenido, lo que se denomina repetición procedimental (RP), ayuda a prestar atención a la forma y al desarrollo sintáctico. Asimismo, la RP es común y apropiada para el aula. Este experimento investiga los efectos de la RP en la producción de 5 parejas de niños españoles (11 años) aprendiendo inglés como lengua extranjera en un colegio y con un nivel de principiante. Las parejas construyeron y narraron tres historias, una cada semana, siguiendo un procedimiento similar. El análisis de la complejidad, precisión y fluidez de sus narraciones muestra que la RP no tiene un impacto significativo en las narraciones de los estudiantes, excepto en el caso de la diversidad léxica, que mejora en la tercera narración. A la luz de los resultados, se discuten las posibilidades de la RP con niños. 2020-01-07T12:51:30Z 2020-01-07T12:51:30Z 2019-01 info:eu-repo/semantics/article Lázaro Ibarrola, Amparo; Villarreal, Izaskun. Questioning the Effectiveness of Procedural Repetition: The Case of Spanish EFL Primary School Learners L2 Behavior in College Language Learners. Porta Linguarum, 31: 7-20 (2019). [http://hdl.handle.net/10481/58506] http://hdl.handle.net/10481/58506 eng http://creativecommons.org/licenses/by-nc-nd/3.0/es/ info:eu-repo/semantics/openAccess Atribución-NoComercial-SinDerivadas 3.0 España Universidad de Granada