The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of…

Acceleration of the rate-of-take recorded material as a way of increasing input load to the learner may be detrimental to the quality of learning that occurs. Experimental findings here show that such an increase severely attenuates optimal learning levels. Correct absolute judgments regarding input material is impaired. (Author/PJM)