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Teng, Mark Feng; Huang, Jing – Asia Pacific Journal of Education, 2023
Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students' writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating integrated writing performances based on the linguistic…
Descriptors: Metacognition, Teaching Methods, Collaborative Writing, Difficulty Level
Mahmoud Abdi Tabari – Language Learning Journal, 2024
Despite extensive research on task planning in L2 writing contexts, the optimal length of pre-task planning time remains uncertain due to varying lengths used in TBLT studies. This study aimed to address this gap by investigating the effects of different pre-task planning times (nil, 5, 10, and 15 minutes) on the argumentative writing task…
Descriptors: Planning, Time, Second Language Learning, Student Attitudes
Youness Boussaid – Australian Journal of Applied Linguistics, 2024
This paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Golparvar, Seyyed Ehsan; Azizsahra, Mahsa – Foreign Language Annals, 2023
The impact of task complexity on integrated writing performance is under-researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety-six EFL learners of English were assigned into three groups to examine the effect of three planning…
Descriptors: Task Analysis, Difficulty Level, Second Language Learning, Second Language Instruction
Ning Fan; Yingying Ma – SAGE Open, 2024
Researchers have been investigating the effects of different planning conditions on learners' second language (L2) writing performance. However, whether such effects differ regarding specific planning conditions and task complexity has remained underexplored. This study examined the effects of pre-task planning (PTP) versus unpressured online…
Descriptors: Writing Instruction, Second Language Learning, Second Language Instruction, Syntax
Mahmoud Abdi Tabari; Minyoung Cho – Language Teaching Research, 2025
To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Advanced Students
Yan, Xun – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Previous research has provided ample evidence for the processing advantage of formulaic sequences, leading researchers and teachers to argue for its facilitation of speech fluency. However, few studies have examined how the processing of formulaic sequences interacts with speaker proficiency and task difficulty; even fewer studies have…
Descriptors: Language Proficiency, Language Fluency, Phrase Structure, Difficulty Level
Peng, Jinfang; Wang, Chuming; Lu, Xiaofei – Language Teaching Research, 2020
Previous studies demonstrated that the continuation task has great language learning potential and that various task-related factors may affect the extent to which the potential can be exploited (e.g. Wang & Wang, 2015). This study investigates the effect of one understudied factor, the linguistic complexity of the input text, on English as a…
Descriptors: Linguistic Input, Task Analysis, Second Language Learning, Second Language Instruction
Malicka, Aleksandra – Language Teaching Research, 2020
This study set out to test the theoretical premise of the SSARC model of pedagogic task sequencing, which postulates that tasks should be sequenced for learners from cognitively simple to complex. This experiment compared the performance of three tasks differing in cognitive complexity in a simple-complex sequence versus in the absence of any…
Descriptors: Accuracy, Language Fluency, Teaching Methods, Second Language Learning
Wong, Simpson W. L.; Dealey, Jessica; Leung, Vina W. H.; Mok, Peggy P. K. – Language Learning Journal, 2021
Despite English being a core and compulsory part of the curriculum for Chinese English-as-a-second-language (ESL) learners, it is nevertheless often highly challenging for them. This is partly due to the discrepancies between English's citation and spoken form and the lack of recognition this pronunciation receives within ESL classrooms. With this…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Phonemes
Abdi Tabari, Mahmoud; Miller, Michol – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ?complex task sequencing manipulated along both resource-directing (± number of elements) and…
Descriptors: Language Fluency, Task Analysis, Second Language Learning, Second Language Instruction
Ghorbanchian, Elahe; Youhanaee, Manijeh; Amirian, Zahra – English Language Teaching, 2019
Cognitive complexity is traditionally used for describing human cognition along a simplicity-complexity axis in tests like TOFEL IBT and GRE where text creation and rhetorical organization are quintessentially important. Accordingly, this study sought to investigate the impact of mentor text modelling on cognitive complexity of academic writing…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Nguyen, Le Thi Cam – TESOL Journal, 2015
This article reports on a study which examined the effectiveness of a 7-minute writing technique whereby students regularly wrote as much as they could in 7 minutes three times a week for a period of 10 weeks. The study was conducted with four classes of first-year and third-year students at a university in Vietnam. The study looked at the…
Descriptors: Language Fluency, Writing Improvement, Writing Strategies, Timed Tests
Liaghat, Farahnaz; Biria, Reza – International Journal of Instruction, 2018
This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL…
Descriptors: Foreign Countries, Comparative Analysis, Teaching Methods, Writing Instruction
Wood, David John – Online Submission, 2015
Despite the stream of directives about improving students' English communicative ability from the Japanese Education Ministry since 2003 [1-4] significant development has remained elusive. One obstacle to communication (as an individual and a cooperative faculty) is the inflexible "one-size-fits-all" philosophy of commercial textbooks…
Descriptors: English (Second Language), Writing (Composition), College Students, Foreign Students
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