This longitudinal study investigated the effects of a xu-argument based iterative continuation task (XBICT) on an EFL learner’s processing of different English linguistic items, overall EFL achievement (EFLA), and foreign language learning attitude (FLLA). The treatment material was taken from a novel, divided into 19 parts, which the EFL learner was asked to read and then extend. pre-test and post-test scores, frequencies of the different types of errors and self-initiated error corrections (SC), and observations of the learner behaviors were collected as data for analysis. Results show significant correlations among the different errors and self-initiated error corrections, suggesting that EFL learning is an integrated system, where errors in one linguistic item can be strong indicators of errors elsewhere. Results also show significant improvement in the EFL learner’s processing of past temporal morphemes, overall EFL achievement, and foreign language learning attitude, despite the fact that self-initiated error corrections of spellings are the most frequent while corrections of articles are the least common. These findings suggest that XBICT could be an effective approach in EFL learning but its efficacy could vary with reference to different linguistic items. Some pedagogical implications are discussed.

这项纵向研究调查了xu的影响-基于参数的迭代延续任务（XBICT），基于EFL学习者对不同英语语言项目，整体EFL成绩（EFLA）和外语学习态度（FLLA）的处理。处理材料取自一本小说，分为19个部分，要求EFL学习者阅读并扩展。收集测试前和测试后的分数，不同类型错误的频率和自发错误纠正（SC）以及对学习者行为的观察作为数据进行分析。结果表明，不同的错误与自我启动的错误纠正之间存在显着的相关性，这表明EFL学习是一个集成系统，其中一个语言项中的错误可以成为其他地方错误的有力指标。结果还显示，尽管自发错误的拼写纠正最频繁，而文章的纠正最不常见，但EFL学习者对过去的时态语素，整体EFL成绩和外语学习态度的处理有了显着改善。这些发现表明，XBICT可能是一种有效的EFL学习方法，但其有效性可能会因语言项目的不同而有所差异。讨论了一些教学意义。这些发现表明，XBICT可能是一种有效的EFL学习方法，但其有效性可能会因语言项目的不同而有所差异。讨论了一些教学意义。这些发现表明，XBICT可能是一种有效的EFL学习方法，但其有效性可能会因语言项目的不同而有所差异。讨论了一些教学意义。