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Direct linkXu, Ting Sophia; Zhang, Lawrence Jun; Gaffney, Janet S. – Studies in Second Language Acquisition, 2022
While many studies have investigated the effect of task complexity on L2 writing, little has been reported on the effects of intended task complexity manipulations on task-generated cognitive demands in L2 writing. This study, therefore, was designed to examine the relative effects of task complexity and cognitive demands on students' L2 writing.…
Descriptors: Writing (Composition), Second Language Learning, Difficulty Level, Cognitive Processes
Andrea Révész; Hyeonjeong Jeong; Shungo Suzuki; Haining Cui; Shunsui Matsuura; Kazuya Saito; Motoaki Sugiura – Studies in Second Language Acquisition, 2024
The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Decision Making Skills
Sierens, Sven; Van Gorp, Koen; Slembrouck, Stef; Van Avermaet, Piet – Studies in Second Language Acquisition, 2022
This study investigated the relationship between the level of cognitive-linguistic difficulty of task input and the size of the cross-linguistic relationship for academic listening comprehension in emergent bilinguals. It was theoretically motivated by task-dependent cross-linguistic interaction frameworks. We hypothesized that task item sets that…
Descriptors: Native Language, Second Language Learning, Bilingualism, Turkish
Kim, YouJin; Payant, Caroline; Pearson, Pamela – Studies in Second Language Acquisition, 2015
The extent to which individual differences in cognitive abilities affect the relationship among task complexity, attention to form, and second language development has been addressed only minimally in the cognition hypothesis literature. The present study explores how reasoning demands in tasks and working memory (WM) capacity predict learners'…
Descriptors: Difficulty Level, Short Term Memory, Second Language Learning, Logical Thinking
Revesz, Andrea; Michel, Marije; Gilabert, Roger – Studies in Second Language Acquisition, 2016
This study explored the usefulness of dual-task methodology, self-ratings, and expert judgments in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 English as a second language (ESL) teachers. The students, 48 English native speakers and…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Native Speakers
