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The Effect of Manipulating Task Complexity along Resource-Dispersing Dimension on L2 Written Performance from the Perspective of Complexity Theory
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Luo, Xiaobo – English Language Teaching, 2022
From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two…
Descriptors: Writing Skills, Second Language Learning, Second Language Instruction, Task Analysis
The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners
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Fazilatfar, Ali Mohammad; Kasiri, Forough; Nowbakht, Mohammad – Iranian Journal of Language Teaching Research, 2020
The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF).…
Descriptors: Language Fluency, Second Language Learning, Second Language Instruction, English (Second Language)
Using the Sociocognitive-Transformative Approach in Writing Classrooms: Effects on L2 Learners' Writing Performance
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Barrot, Jessie S. – Reading & Writing Quarterly, 2018
The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…
Descriptors: English (Second Language), Second Language Learning, Writing Achievement, Pretests Posttests