<p>Recently, in task repetition research, distributed practice has received considerable attention for its potential impact on learners’ performance (Rogers, 2022). While several studies have begun exploring its effects on oral task repetition, little attention has been paid to the effects of spacing in writing task repetition and its interaction with learners’ emotional states (i.e., enjoyment and anxiety). Focusing on 270 learners studying English as their second language (ESL) in the U.S., the current study examined their writing performance and emotions in the same decision-making task under three different schedules: (1) in one class (massed practice), (2) with a two-day interval (short-spaced practice), and (3) with a one-week interval (long-spaced practice). Following each writing session, learners completed a questionnaire assessing their anxiety and enjoyment during the task. The results showed that the long-spaced group outperformed the other groups after the experiment in general syntactic complexity, phrasal complexity, and lexical diversity, and they also experienced lower anxiety and higher enjoyment. Conversely, the massed group had lower achievements in phrasal complexity and lexical diversity and experienced lower enjoyment and higher anxiety than the other groups. These findings suggest that the interval between task repetitions can significantly influence learners’ writing performance and emotional states.</p>