Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity

2019 ◽  
Vol 45 ◽  
pp. 61-72
Author(s):  
Sooyeon Kang ◽  
Jin-Hwa Lee
Keyword(s):  
Task Complexity ◽  
Collaborative Planning ◽  
L2 Writing ◽  
Better Than

scholarly journals Korean College EFL Learners’ Task Motivation in Written Language Production

2016 ◽  
Vol 9 (2) ◽  
pp. 42 ◽  
Author(s):  
Bomin Kim ◽  
Haedong Kim
Keyword(s):  
Language Production ◽  
L2 Writing ◽  
Syntactic Complexity ◽  
Choice Condition ◽  
College Level ◽  
Task Motivation ◽  
Written Production ◽  
Task Conditions ◽  
Better Than ◽  
Topic Choice

<p>The aims of the present study were to explore the effects of two different types of task conditions (topic choice vs. no choice) on the quality of written production in a second language (lexical complexity, syntactic complexity, and cohesion) and to investigate the effects of these two different task conditions on task motivation. This research was conducted by means of a task motivation questionnaire and a collation of the writings of 31 Korean college students learning English as a foreign language. The data was analyzed using Coh-Metrix 3.0. The major findings were as follows: 1) The writings of participants in the topic choice condition were better than those in the no-choice condition in terms of lexical sophistication and temporal cohesion. However, participants’ written production in the no-choice condition was better than that in the topic choice condition in terms of syntactic complexity. 2) The participants’ task motivation levels were higher for the perceived choice domain in the topic choice condition than in the no-choice condition. These findings should help L2 writing instructors, materials developers, and researchers to design L2 writing instruction with a focus on written production specifically for Korean college-level learners.</p>

Research Note: The Interactions Among Stress, Vigilance, and Task Complexity

1975 ◽  
Vol 17 (1) ◽  
pp. 106-109 ◽  
Author(s):  
Robert S. Kennedy ◽  
Xenia B. Coulter
Keyword(s):  
Task Complexity ◽  
Vigilance Task ◽  
Research Note ◽  
Stressed Condition ◽  
Complex Task ◽  
Large Group ◽  
Flight Students ◽  
Better Than ◽  
Threat Of Shock ◽  
And Task

A simple (one-channel) or a complex (three-channel) vigilance task was administered with or without threat of shock to a large group of flight students. It was found that a larger absolute decrement was obtained in the complex task, but the relative decrements were equivalent for both. One-channel monitoring was better overall than three-channel monitoring in the non-stressed condition. Stressed subjects performed better than nonstressed, and this enhancement was greater for three-channel monitoring.

Effects of Manifest Anxiety and Auditory Distraction on a Motor Steadiness Battery

1972 ◽  
Vol 35 (1) ◽  
pp. 203-209 ◽  
Author(s):  
Diane Klisz ◽  
Melvin L. Schwartz ◽  
Kenneth M. Adams
Keyword(s):  
Undergraduate Students ◽  
Group Performance ◽  
Task Complexity ◽  
Dominant Hand ◽  
Auditory Distraction ◽  
Male Undergraduate ◽  
Clinical Disorders ◽  
Psychology Course ◽  
Manifest Anxiety ◽  
Better Than

The Kløve Motor Steadiness Battery (Kløve, 1963) was administered to a group of 60 right-handed male undergraduate students enrolled in an introductory psychology course. Ss were chosen on the basis of MAS scores so that there were 20 Ss from high, medium, and low anxiety groups. Each of these groups was subdivided into auditory or no-auditory distraction subgroups. Ss were tested with dominant and non-dominant hands. Ss in the medium-MA group performed better than those in the high- and low-MA groups. Auditory distraction facilitated performance for the high- and medium-MA groups but disrupted performance for the low-MA group. Performance was generally better for the dominant hand and there were several hand × distraction and hand × anxiety level interactions. Factors relevant to task complexity and to clinical disorders in utilizing this battery were discussed.

EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE

2021 ◽  
pp. 1-24
Author(s):  
Ting Sophia Xu ◽  
Lawrence Jun Zhang ◽  
Janet S. Gaffney
Keyword(s):  
Second Language ◽  
Dual Task ◽  
Task Complexity ◽  
L2 Writing ◽  
Task Group ◽  
Cognitive Demands ◽  
Secondary Tasks ◽  
Single Task ◽  
Task Conditions ◽  
Writing Task

Abstract 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. Two argumentative writing tasks were manipulated with varying numbers of elements and reasoning demands to be distinguished either as a simple or complex writing task. Self-ratings and dual-task methodology were adopted to validate the manipulations of task complexity. Thirty-one L2 learners, in the single-task group, were asked to complete two writing tasks and a post-task questionnaire. Participants in the dual-task conditions (30 in Experimental 1 and 31 in Experimental 2) were required to simultaneously complete the primary writing tasks and the secondary tasks. Results from self-ratings and dual-task experiments supported the efficacy of the task complexity manipulations.

scholarly journals Argument Features in Novice L2 Writing. A Contrastive Approach

Linguaculture ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 107-126
Author(s):  
Marinela Burada
Keyword(s):  
University Students ◽  
Group Performance ◽  
L2 Writing ◽  
The Other ◽  
Educational Backgrounds ◽  
Better Than

This paper reports findings derived from a contrastive investigation of argumentative EL (English) essays composed by non-native university students with different cultural and educational backgrounds. While the texts under analysis here have not originally been intended for comparison and contrast, approaching them in this manner made a lot of sense when a general rating revealed that, overall, one group of students fared considerably better than the other in terms of negotiating the intended message and achieving their persuasive aim, despite their being at earlier stages in their EL acquisition. The investigation has been intended for diagnostic purposes and has therefore been targeted at three problem areas in which inter-group performance discrepancies were the most conspicuous: the ways in which text writers signal their intentions and engage with the reader, the level of commitment to the thesis they advocate for, and the kind of evidence they advance in order to support it.

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