Over the past few decades, task repetition has been capturing momentum worldwide as a potentially very influential pedagogical tool in contemporary language teaching and learning. This has largely been due to numerous empirical studies and full-length books that have constantly revealed the pivotal role of repeating a task in fostering deep comprehension and fortifying learners' proficiency level in the subject matter. However, so far only few studies have sufficiently addressed the contribution of reciprocal tasks to different dimensions of second language (L2) production. To meet this end, the current study was carried out as an attempt to portray a comprehensive picture of language production under reciprocal conditions over a four-month period. In this respect, six intermediate English as a Foreign Language (EFL) learners were investigated out of twenty-nine ones in an intact class. The 20 hours of the learners' performances on tasks across 10 sessions were audio-recorded, transcribed, and analyzed subsequently in terms of a range of complexity, accuracy, and fluency (CAF) measures. The results indicated that performing reciprocal tasks can lead to gains in L2 production and, more importantly, facilitate the restructuring of the learners' interlanguage system. The findings of the study cast light on the utility of incorporating task repetition into language learning activities as an effective procedure to develop the learners' language skills. In addition, teachers and material developers can utilize the findings to design their lesson plans and activities, providing the learners with ample opportunities to perform and repeat the reciprocal tasks to better support their language production.
