This study investigated the potential of usingtasks in the Malaysian classroom to facilitate second lan-guage (L2) learning, particularly amongst Form 6 (18-year-old) students in the Malaysian secondary school system.These students had undergone 6 years of primary educationand 5 years of secondary education in Malaysian publicschools. They obtained average to excellent results in thestandardized national public school examination when theywere in Form 5 to qualify for Form 6 education, which isequivalent to a pre-university programme. The currentstudy carried out classroom-based research using two tasktypes of differing reasoning demands and investigated themain and interaction effects of task reasoning demand(TRD) and learner repair practices on the successful reso-lution of errors. Using a repeated-measures counterbal-ancing design with two consensus tasks of differing levelsof reasoning demands (?TRD and-TRD), the studyinvestigated how learners recognise gaps in their languageuse, draw attention to these gaps through negotiation ofform and repair practices and, consequently, providemodified output. The results show that repair practices andlevel of reasoning demand have significant effects onsuccessful repair outcomes. The result could imply theneed to create awareness about learner repair practicesduring learner–learner interactions as they could poten-tially lead to L2 development

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• Using Tasks and Repair Practices in the Malaysian L2 Classroom