On the roles of repetition in language teaching and learning

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Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “…experience of performing the tasks, language learners become more automatised and will be endowed with freer attentional capacity and can attend to other dimensions of language production (i.e., fluency) more effectively (Amiryousefi, 2016; Bygate, 2001; Larsen-Freeman, 2012; Skehan, 2009).”
Research into practice: Grammar learning and teaching (2015, unknown): “…system is not closed, but is rather constantly evolving, due to the creativity of its users as they make new meanings, making it impossible to distinguish errors from linguistic innovations without an appeal to sociopolitical factors, such as who is doing the talking (Larsen-Freeman 2012a, 2014b).”