The Impact of Task Complexity by University Students' Proficiency
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초록
The purpose of the study is to investigate the impact of the task complexity according to participants' proficiency levels during interactive narration task performance. A total of 64 participants (32 pairs) took part in the study. For the study the participants in a pair conducted the interactive narration tasks. For the task complexity level, the factor, ± reasoning demands (Robinson, 2007) was manipulated. The data was transcribed after recording and analyzed. For the data analysis three measures: linguistic complexity, accuracy, and fluency were utilized. Independent t-tests were conducted to see the significance of participants' proficiency and task complexity. The study found that there was significant difference in the mean scores for participants' proficiency levels on complex task. However, there is no significant difference in task complexity levels during interactive task performances. This study provides some educational implications and limitations.
Abstract
The purpose of the study is to investigate the impact of the task complexity according to participants' proficiency levels during interactive narration task performance. A total of 64 participants (32 pairs) took part in the study. For the study the participants in a pair conducted the interactive narration tasks. For the task complexity level, the factor, ± reasoning demands (Robinson, 2007) was manipulated. The data was transcribed after recording and analyzed. For the data analysis three measures: linguistic complexity, accuracy, and fluency were utilized. Independent t-tests were conducted to see the significance of participants' proficiency and task complexity. The study found that there was significant difference in the mean scores for participants' proficiency levels on complex task. However, there is no significant difference in task complexity levels during interactive task performances. This study provides some educational implications and limitations.
참고문헌 (22)
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