Effects of Task Complexity on EFL Learners’ Writing Behaviors and Performance
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A combination of keystroke logging and stimulated recall interview was employed. It was found that the simple task group showed a greater number of pauses and revisions related to lower-order writing processes, whereas the complex task group showed longer pauses related to higher-order writing processes. While task complexity had no influence on writing performance, writing behaviors revealed significant relationships with text quality. In the simple task group, pause length and revision were negatively related to writing scores, whereas pause frequency revealed mixed results. In the complex task group, consistent negative relations were found between pausing behaviors and text quality, and fewer revisions were related to better scores in expression and tone.
Abstract
This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A combination of keystroke logging and stimulated recall interview was employed. It was found that the simple task group showed a greater number of pauses and revisions related to lower-order writing processes, whereas the complex task group showed longer pauses related to higher-order writing processes. While task complexity had no influence on writing performance, writing behaviors revealed significant relationships with text quality. In the simple task group, pause length and revision were negatively related to writing scores, whereas pause frequency revealed mixed results. In the complex task group, consistent negative relations were found between pausing behaviors and text quality, and fewer revisions were related to better scores in expression and tone.
참고문헌 (33)
- Abdi Tabari, M., "Investigating the interactions between L2 writing processes and products under different task planning time conditions", Journal of Second Language Writing, 55, pp.100871~ (2022)
- Alves, R. A., "Writing and cognition: Research and applications", pp.55~65 (2007), Elseveir
- Alves, R. A., "Progress in written language bursts, pauses, transcription, and written composition across schooling", Scientific Studies of Reading, 19(5), pp.374~391 (2015)
- Baddeley, A., "Working memory" (1986), Oxford University Press
- Barkaoui, K., "What can L2 writers' pausing behavior tell us about their L2 writing processes", Studies in Second Language Acquisition, 41(3), pp.529~554 (2019)
- Choi, I., "Evaluating writing process features in an adult EFL writing assessment context : A keystroke logging study", Language Assessment Quarterly, 18(2), pp.107~132 (2021)
- Conijn, R., "Understanding the keystroke log : The effect of writing task on keystroke features", Reading and Writing, 32(9), pp.2353~2374 (2019)
- Using writing process and product features to assess writing quality and explore how those features relate to other literacy tasks, "Deane, P.", Educational Testing Service, ~, pp.Research Report No. RR-14-03 (2014)
- Ishikawa, T., "The effect of task demands of intentional reasoning on L2 speech performance", Journal of Asia TEFL, 5(1), pp.29~63 (2008)
- Kellogg, R., "Working memory in written composition : An evaluation of the 1996 model", Journal of Writing Research, 5(2), pp.159~190 (2013)
- Kuiken, F., "Task complexity and measures of linguistic performance in L2 writing", International Review of Applied Linguistics in Language Teaching, 45(3), pp.261~284 (2007)
- Kuiken, F., "Cognitive task complexity and written output in Italian and French as a foreign language", Journal of Second Language Writing, 17, pp.48~60 (2008)
- Matsuhashi, A., "Pausing and planning : The tempo of written discourse production", Research in the Teaching of English, 15(2), pp.113~134 (1981)
- Medimorec, S., "Pauses in written composition : On the importance of where writers pause", Reading and Writing, 30, pp.1267~1285 (2017)
- Michel, M., "Investigating L2 writing processes across independent and integrated tasks : A mixed-methods study", Second Language Research, 36(3), pp.307~334 (2020)
- Nunan, D., "Task-based language teaching" (2004), Cambridge University Press
- Ong, J., "Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing", Journal of Second Language Writing, 19, pp.218~233 (2010)
- Purpura, J. E., "The companion to language assessment", pp.1452~1476 (2013), John Wiley & Sons
- Rahimi, M., "Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing", Language Teaching Research, 23(5), pp.633~654 (2019)
- Rahimpour, M., "The impact of task complexity on L2 learners’ written narratives", English Language Teaching, 3(3), pp.198~205 (2010)
- Révész, A., "Effects of task complexity on L2 writing behaviors and linguistic complexity", Language Learning, 67(1), pp.208~241 (2017)
- Révész, A., "Exploring second language writers’ pausing and revision behaviors : A mixed-methods study", Studies in Second Language Acquisition, 41, pp.605~631 (2019)
- Robinson, P., "Cognition and second language instruction", pp.287~318 (2001), Cambridge University Press
- Robinson, P., "Task complexity, task difficulty, and task production : Exploring interactions in a componential framework", Applied Linguistics, 22(1), pp.27~57 (2001)
- Robinson, P., "The Cognition Hypothesis, task design, and adult task-based language learning", Second Language Studies, 21(2), pp.45~105 (2003)
- Sadeghi, K., "The effect of task complexity on fluency and lexical complexity of EFL learners' argumentative writing", International Journal of Applied Linguistics and English Literature, 1(4), pp.53~66 (2012)
- Salimi, A., "The effect of task complexity on EFL learners’ written performance", Social and Behavioral Sciences, 29, pp.1390~1399 (2011)
- Schilperoord, J., "It’s about time: Temporal aspects of cognitive processes in text production" (1996), Rodopi
- Spelman Miller, K., "Academic writers on-line : Investigating pausing in the production of text", Language Teaching Research, 4(2), pp.123~148 (2000)
- Spelman Miller, K., "The psycholinguistic dimension in second language writing : Opportunities for research and pedagogy using computer keystroke logging", TESOL Quarterly, 42(3), pp.433~454 (2008)
- Xu, C., "An exploratory study of pauses in computer-assisted EFL writing", Language Learning and Technology, 18(3), pp.80~96 (2014)
- Xu, C., "Analyzing pauses in computer-assisted EFL writing : A computer"keystroke-log perspective", Educational Technology and Society, 20(4), pp.24~34 (2017)
- Zhang, M., "Quantitative psychology research: The 80th annual meeting of the psychometric society, Beijing", pp.299~314 (2016), Springer