This study investigates the effects of Task complexity and Task Repetition on the reading comprehension of Iranian EFL learners. The primary aim was to determine whether varying levels of Task complexity and the Repetition of these Tasks could lead to significant enhancements in learners' reading comprehension abilities. A pretest-posttest design was utilized to assess the participants' performance before and after the intervention. Statistical analyses, including the One-Sample Kolmogorov-Smirnov Test and paired samples t-tests, were conducted to assess data normality and evaluate the significance of observed differences. The findings indicated that both Task complexity and Task Repetition had a substantial positive impact on the reading comprehension scores of Iranian EFL learners. Task complexity promoted deeper cognitive engagement, while Task Repetition facilitated retention and mastery of reading skills. These results suggest that incorporating strategically designed complex Tasks and repeating them can enhance reading comprehension in EFL contexts. The study concludes that Task complexity and Repetition are effective strategies for improving reading comprehension among Iranian EFL learners. The enhancement in comprehension can be attributed to the cognitive challenges posed by complex Tasks and the reinforcement provided through Task Repetition. Educators are encouraged to integrate Tasks with varying levels of complexity and to implement repetitive practice within their instructional strategies. This approach not only aids in comprehension but also fosters a more engaging learning environment. Future research should explore the optimal levels of Task complexity and Repetition to maximize learning outcomes and examine their applicability in diverse educational contexts.

The new research about Task Repetition and its effects on language production and language comprehension has motivated researchers to investigate about its effects on second language acquisition and pragmatic awareness. This study was conducted among a number of low intermediate pre-university students. The 120 female subjects, who were selected randomly to participate in this study, took a standardized PET proficiency test. Those whose scores fell within a range of one and a half standard deviation above and below the mean were selected to ensure that they were at the same proficiency level. In sum, 80 students were selected. To make sure of the homogeneity of the participants regarding the pragmatic awareness, 20 standardized pragmatic Tasks were administered, and 60 subjects were reselected. They were divided into control and experimental groups to experience the treatment. Task Repetition was administered one week after the pre-test. 20 standardized pragmatic Tasks were administered as the post-test. The t-test results indicated that Task Repetition has a significant effect on pragmatic awareness of Iranian EFL learners. Task Repetition is suggested as a complementary methodological option for taking care of the situation, where communication is central.

Background: Developmental language disorder (DLD) is a common disorder in childhood. The aim of this study was to investigate the performance of Persianspeaking children on sentence Repetition Task (SRT) as a measure to detect DLD. Methods: As a cross-sectional and observational study, seven 5-to-7-year-old Persian-speaking children with DLD and thirty normal peers were studied using the Persian version of test of language development (TOLD-P: 3) as a diagnostic test and SRT. The performances of the two groups on the SRT were compared by statistical tests at the significance level of 0. 05. Results: The SRT scores of the children suspected of having DLD and their normal peers were significantly different (P<0. 05). Indeed, there was a significant difference between the groups in terms of mean scores of prepositions (P<0. 01), conjunctions (P<0. 01), plural case (P<0. 01), subject-verb agreement (P<0. 05), and word order (P<0. 05). Conclusion: The SRT can be used as a promising measure for early detection and intervention of Persian-speaking children with DLD.

Abstract Task-based instruction has gained significant attention in second language research, particularly in how Task conditions impact learner performance. This study examined the differential effects of Repetition and rehearsal, two distinct Task-readiness conditions, on the immediate and delayed L2 performance of EFL learners with low Working Memory Capacity (WMC). A quasi-experimental design was employed to address the research questions. Four instruments were utilized: the Oxford Placement Test (OPT), a WMC test, a practice Task, and a main Task. Thirty-eight EFL learners were randomly allocated to two groups, each exposed to a distinct readiness condition—rehearsal or Repetition. Participants were selected from an intermediate-level English course at a private language institute using convenience sampling and then randomly assigned to the two conditions. Both groups accomplished an oral Task twice, with the rehearsal group being aware of the second performance in advance, while the Repetition group had no such awareness. Task performances were evaluated based on Complexity, Accuracy, and Fluency (CAF). The results indicated that although both conditions positively influenced Task outcomes, only the rehearsal group showed statistically significant improvements across all CAF dimensions in both immediate and delayed performances. These results contribute to the growing body of research on individual differences in Task-based learning by demonstrating that rehearsal is a more effective readiness strategy than Repetition for EFL learners with low WMC. This finding can inform instructional design and classroom practice in contexts where cognitive load is a concern.