Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2008 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Rehearsal (task repetition) led to greater fluency and complexity of performance on the same task, but did not help performance of another task of the same type. → Yingli Wang 2008
Evidence¶
Yingli Wang 2008¶
Yingli Wang. (2008). Influence of Planning on Students' Language Performance in Task-based Language Teaching. English Language Teaching, 1(1). https://www.ccsenet.org/journal/index.php/elt doi:10.5539/elt.v1n1p83
q2 · i? · review · r2
The review reports Bygate's (2001) larger study of practicing a type of task on second-time performance and on a new task of the same type, finding "greater fluency and complexity of performance on the same task" without transfer. No effect sizes are printed.
"It was proved that practice led to greater fluency and complexity of performance on the same task, but it did not help with performance of another task of the same type."
Discussion¶
Related Claims¶
-
Practice of grammar rules improves only the practiced skill, showing skill specificity of L2 automatization — the general claim this finding bears on, with the studies behind it
-
In one experiment with 256 undergraduates, computer-based lesson versions that included practice produced significantly higher posttest scores than versions without practice — the general claim this finding bears on, with the studies behind it
-
Encoding variability across varied example contexts produces decontextualization supporting transfer (review reports DiVesta and Peverly) — the general claim this finding bears on, with the studies behind it
- Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — related
- Gains from an intensive period of second-language study persist for weeks without rehearsal. — related
- Structured repetition gains in fluency depend on repeating the same task — related
- Lynch and Maclean's carousel task showed immediate repetition benefits in pronunciation, vocabulary and grammar — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
task-repetition-fluency-complexity-same-task-only |
title |
Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type |
description |
Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yingli-wang-2008 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.