بهمن امینی - Ph.D. in TEFL, Islamic Azad University, Malayer Branch, Malayer, Iran
عباس بیات - Assistant Professor of TEFL, Islamic Azad University, Malayer Branch, Malayer, Iran
کیوان محمودی - Assistant Professor of TEFL, Islamic Azad University, Malayer Branch, Malayer, Iran

Over the years, much research has been done on the role of tasks in L۲ learning, but little is known about how sequencing tasks affects listening comprehension. Thus, the present study evaluated the effect of sequencing repeated familiar tasks (SRFT) along three dimensions of complexity i.e. +/- visual support, +/- few elements, and +/- planning time. Sixty upper-intermediate EFL learners were randomly selected as experimental group (n=۳۰) and control group (n=۳۰) in this experimental research. To control the homogeneity of the participants and their topic familiarity, the Success Placement Test designed by Fricker (۲۰۰۷) and the listening comprehension test (developed by Richards, ۲۰۰۵) were administered respectively. Then the posttest of listening for IELTS which included ۳ levels of task complexity was employed to analyze the results of SRFT. The participants in the experimental group were required to listen to keeping fit tasks ordered from simple to complex tasks during ۱۰ sessions. The participants in the control group performed disordered tasks. T-test and SPSS version ۲۰ were utilized to analyze the tests. Before employing treatment, the placement test addressed that both of the groups obtained no marked difference level of English language knowledge. They also displayed the same topic familiarity of listening comprehension on the pretest. In the end, the t-test indicates a positive influence of SRFT for the experimental group in the posttest. The findings of this study recommend sequencing tasks in English classes as a basic tool to improve the listening performance of learners.

task sequencing, familiar task, task repetition, Task complexity, listening task