The Addition of a Target Structure to Task Repetition as an Accuracy Enhancement: The Necessity of Reducing Cognitive Load

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

see attached

Comments for author File: Comments.pdf

Author Response

Comments 1: Each paragraph is quite dense and lengthy; segmenting into shorter paragraphs organized around single idea units would significantly improve readability.

Response 1: Thank you for pointing this out. We agree with this comment. Therefore, we have segmented into shorter paragraphs in the introduction, in part 2.2.2., in part 2.4, in part 3.5.1.

Comments 2: The research questions should be explicitly spelled out with bullet points or numbered format for clarity and emphasis.

Response 2: Thank you for pointing this out. We agree with this comment. Therefore, we added the 3 research questions at the end of the Motivations section, p.8.

Comments 3: Groups 1, 2, and 3 would be more intuitive if renamed with descriptive labels reflecting their function.

Response 3: Thank you for pointing this out. We agree with this comment. Therefore, we changed the name of each group in the 4 figures, p. 12, 13, 14 and 15.

Comments 4: All figures would be enhanced by including 95% confidence intervals to better represent statistical significance.

Response 4: Thank you for pointing this out. We agree with this comment. Therefore, we added 95% confidence intervals in the 3 figures.

Comments 5: Bar graphs would be more appropriate than line graphs in Figure 2, as the data does not show continuous change across time.

Response 5: Thank you for pointing this out. We agree with this comment. Therefore, we used bar graphs in Figure 2.

Comments 6: Fluency measures in Figure 2 need complete labels and explanation in the caption.

Response 6: Thank you for pointing this out. We agree with this comment. Therefore, we added the units used in the study for fluency measures (second).

Comments 7: A brief rationale should be added to explain why the correlation between avoidance strategy and length of pause was examined, highlighting its theoretical importance.

Response 7: Thank you for pointing this out. We agree with this comment. Therefore, we added an explanation at the end of the motivations section (p.7) where we explained the reasons for such a search for correlation.

Comments 8: Consider adding a short implications section that more directly connects findings to classroom practice.

Response 8: Thank you for pointing this out. We agree with this comment. Therefore, we have added a paragraph in the conclusion that emphasizes the conditions of classroom practice. This study thus differs from laboratory studies.

Comments 9: Add one paragraph summarizing the major findings in the final section of this paper.

Response 9: Thank you for pointing this out. We agree with this comment. Therefore, we added one paragraph at the beginning of the conclusion.

 

Reviewer 2 Report

Comments and Suggestions for Authors

This is a meticulously designed study on the effect of the addition of a target structure to task repetition, despite that fact that the results themselves are not surprising.

The experiment procedures are clearly presented, with a self-addressed limitation on other plausible variables such as working memory. 

Other comments are found in the pdf attached.

Comments for author File: Comments.pdf

Author Response

Comments 1: The abstract seems to miss the significant findings of the experiments, while digging a lot into the details of the execution.

Response 1: Thank you for pointing this out. We agree with this comment. Therefore, we have rewritten the abstract to include the findings of the experiments in more detail.

Comments 2: the word However p.2 l.66.

Response 2: Thank you for pointing this out. We agree with this comment. Therefore, we have removed this word.

Comments 3: Why are meaning focused activities focusing on forms?

Response 3: Thank you for pointing this out. We agree with this comment. Therefore, we specified that the two studies mentioned above (Suzuki & DeKeyser, 2015 and Sato & McDonough, 2019, p. 4) allowed for both focusing the learner's attention on meaning and on form.

Comments 4: convenient sampling?

Response 4: We are not sure that we have understood this remark correctly. We believe that 3 classes of about 30 students is a sufficient sample to obtain significant results.

Comments 5: The three research questions could have been explicitly addressed somewhere earlier.

Response 5: Thank you for pointing this out. We agree with this comment. Therefore, we added the 3 research questions at the end of the Motivations section, p.8.