This study examined the effect of the combination of task repetition and post-task transcribing (TRPT) on the complexity, accuracy, and fluency (CAF) of L2 oral performance and their subsequent development. Taiwanese university students (N = 39) were randomly assigned to one of the three groups: TRPT, task repetition (TR), and control group, and participated in a practice and three picture-based narrative tasks over a four-week period. Learners' oral task performances were analysed in terms of CAF. Results indicated that the TRPT condition was more effective in leading to more accurate oral production in a repeated task than the TR condition. The TRPT condition was also more advantageous in promoting acquisition (in terms of accuracy) that could be carried over to a new context.