Karim Shabani - Assistant Professor at AllamehMohaddesNouri University
Mohadeseh Mojtahedzadeh - Corresponding author, MA Student of TEFL atAllamehMohaddesNouri University

Task-based instruction has been identified as an effective way for teaching different skills. Performing the tasks in EFL contexts raises the question of what factors wouldimprove the quality of learners output in terms of accuracy, complexity, fluency, and lexical intensity (e.g. Bygate, 1999; Harmer, 2009, among others). The present studyaims to investigate the possible effects of task repetition (TR) and follow-up consciousness-raising (CR) activities on improving the complexity and accuracy of EFL learners oral performance. It also examines if there are any significant differences between learners’ oral performances in two conditions in terms of accuracy and complexity. To this end, 30 pre intermediate male and female learner from Kish institute in Noor, Iran participated in this study. In order to make sure that the participants were at the same level of proficiency, Oxford Quick Placement Test (OQPT) was administrated. The selected participants were divided into two groups: an experimental group (TR+CR) and a comparison group(TR). In the TR+CR group, task repetition on comparatives and superlatives was supplemented with consciousnessraising activities but the TR group only received task repetition as the treatment. Then, both groups took a pre-test and post-test to evaluate the possible effect of independent variables on the two groups. The findings indicated that task repetition affected both groups’ oral production in terms of accuracy while the consciousness-raising activities resulted in relatively more accurate productions but did not significantly increase the complexity of learners’ oral output

Task Repetition, Consciousness-Raising, Task based instruction, Oral Production, Accuracy, Complexity