Developing writing skills has become a priority for many students in English as a foreign language (EFL) contexts. To this end, classroom practices should be facilitative of opportunities to communicate accurately and fluently in written and oral forms. Drawing on evidence which suggests that task repetition allows students to perform subsequent tasks more efficiently and accurately, the study examines the likely effect of procedural repetition with four narrative tasks (i.e. narrating stories in written form after watching short animated videos) on five EFL students’ fluency and accuracy (AF). To do this, the levels of the students’ AF were measured during the performance of each task. Moreover, qualitative data from questionnaires administered to the students after each task were also included to better understand the behavior of the AF levels in relation to their perceptions of the task performance and the familiarity with the content of the tasks. The evidence shows that the students’ AF tended to progressively increase as weeks went by. The highest AF levels were found in the tasks where the content was familiar to the students. The opposite was observed when the students claimed not to be familiar with the content. The argument that we put forward in this article is that task (procedural) repetition may be beneficial for enhancing students’ AF in writing task performance; however, if this practice combines with the students’ lack of content familiarity, AF may engage in a dynamic interaction in which trade-off effects can be observed.

中文翻译：

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任务重复和内容熟悉度在 EFL 学生叙事任务流利度和准确性中的作用：案例研究

在英语作为外语 (EFL) 环境中，培养写作技能已成为许多学生的首要任务。为此，课堂实践应有机会以书面和口头形式准确流利地进行交流。利用表明任务重复可以让学生更有效、更准确地执行后续任务的证据，该研究通过四个叙述性任务（即在观看动画短片后以书面形式叙述故事）来检验程序性重复对五名 EFL 学生的可能影响。流畅度和准确性（AF）。为此，在每项任务的执行过程中测量了学生的 AF 水平。而且，还包括在每项任务后对学生进行的问卷调查的定性数据，以更好地了解 AF 级别的行为与他们对任务表现的看法和对任务内容的熟悉程度。证据表明，随着时间的推移，学生的 AF 倾向于逐渐增加。在学生熟悉内容的任务中发现最高的 AF 水平。当学生声称不熟悉内容时，观察到相反的情况。我们在本文中提出的论点是任务（程序）重复可能有利于提高学生在写作任务中的AF；但是，如果这种做法与学生对内容的不熟悉程度相结合，