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Rashvand Semiyari, Shokouh, Yarloo, Fatemeh. (1404). The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension. , 3(2), 144-159. doi: 10.22077/ali.2025.8778.1073
Shokouh Rashvand Semiyari; Fatemeh Yarloo. "The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension". , 3, 2, 1404, 144-159. doi: 10.22077/ali.2025.8778.1073
Rashvand Semiyari, Shokouh, Yarloo, Fatemeh. (1404). 'The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension', , 3(2), pp. 144-159. doi: 10.22077/ali.2025.8778.1073
Rashvand Semiyari, Shokouh, Yarloo, Fatemeh. The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension. , 1404; 3(2): 144-159. doi: 10.22077/ali.2025.8778.1073

The Effect of Task Complexity and Task Repetition on Iranian EFL Learners' Reading Comprehension

Applied Linguistics Inquiry
مقاله 12، دوره 3، شماره 2، آذر 2025، صفحه 144-159
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2025.8778.1073
نویسندگان
Shokouh Rashvand Semiyari* 1؛ Fatemeh Yarloo2
1Department of English Language Teaching, Islamic Azad University, East Tehran Branch, Tehran-Iran
2Department of English Language Teaching, Islamic Azad University, West Tehran Branch, Tehran-Iran
چکیده
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.
کلیدواژه‌ها
Task Complexity؛ Task Repetition؛ Reading Comprehension؛ EFL Learners؛ Cognitive Engagement؛ Instructional Strategies
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