This study aimed to examine the effects of combining task repetition with immediate post-task transcribing (TRIPT) on L2 learners' immediate and delayed oral repetitions of the same task in terms of complexity, accuracy, and fluency (CAF). For this purpose, 38 intermediate Iranian learners were randomly assigned to two groups: TRIPT and task repetition (TR). The learners in both groups were asked to perform an oral narrative task individually with a researcher present. Those in the TR group were asked to repeat the task immediately after their first performance while those in the TRIPT group were asked to transcribe their first performance before repeating the task. Participants in both groups then repeated the same oral narrative task after a week. The learners' performances were recorded, transcribed, coded, and analysed by the researchers for CAF measures. The results showed that in both immediate and delayed repetitions, there were no significant differences between the performances of learners in the TRIPT group and those in the TR group with respect to CAF measures. The finding is pedagogically important as it shows that for improving the qualities of oral performance, post-task transcribing may need to be integrated with further pedagogical interventions to ensure L2 development.