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Task complexity and its Effects on Complexity, Accuracy and Fluency of EFL Learners’ Written Production
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Aug 3, 2016
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Abstract
The present study investigated the effects of task complexity on complexity, accuracy, and fluency of learners’ written narrative task production. 30 intermediate Iranian English Language students produced narratives based on two picture stories at two separate sessions. During the first session, they looked at the pictures and performed here-and-now (HN) task by writing their narratives in present tense. And at the second session, they performed there-and-then (TT) task by writing their narratives in past tense, too. The results of statistical analyses showed that tense variation had significant effects on the complexity of learners, but it did not have any significant effects on the accuracy and fluency of EFL learners’.Â
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Keywords: task-based language teaching, task complexity, accuracy, fluency, complexity.
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Task complexity and its Effects on Complexity, Accuracy and Fluency of EFL Learners’ Written Production. (2016). Global Journal of Foreign Language Teaching, 6(3), 131–142. https://doi.org/10.18844/gjflt.v6i3.1367
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Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interaction in a componential framework. Applied Linguistics, 22(1), 27–57.
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Van Patten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755–803.
Wolff, D. (2000). Second language writing: A few remarks on psycholinguistic and instructional issues. Learning and Instruction, 10(1), pp. 107–112. DOI: 10.1016/S0959-4752(99)00021-3
Zarei, S. (2016).The effect, if any, of verb tense variation on the accuracy, fluency, and complexity of EFL learners’ oral task performances.(Unpublished master thesis), University of Ardabil, Iran.
Arent, R. (2003). Promoting revision and development in L2 writing through a combination- based curriculum. The Korea TESOL Journal, 6(1), 1-26.Chatain, K. (2010). Developing Second Language Skills Theory and Practice: writing (3rd Eds.). Tehran, Iran: Jungle Publication.
Ellis, R. (2003). Task-based Language Teaching and Learning. Oxford: Oxford University Press.
Ellis, R., & Yuan, F. (2004).The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26, 59–84.
Gilabert, R. (2007). The simultaneous manipulation of task complexity along planning time and +/−here and now: Effects on L2 oral production. In Investigating Tasks in Formal Language Learning, Maria delPilarGarcÃa Mayo (ed.), pp. 44–68.Clevedon: Multilingual Matters.
Gill, T. J., 7 Hicks, C.R. (2006). Task Complexity and Informing Science: A Synthesis. Informing Science Journal, 9.
Haghjou, S., & Oroujlou, N. (2012).The impact of narrative storyline complexity on EFL learners’ oral performance. International Journal of Linguistics, 4(2), 73–87.
Hosseini, P. (2010). The Impact of Task Complexity on L2 Learners’ Written Narratives. English Language Teaching, 3(3), pp. 1–8.
Ishikawa, T. (2006).The effect of task complexity and language proficiency on task-based language performance.The Journal of Asia TEFL, 3(4), pp. 193–225.
Kuiken, F., &Vedder, I. (2007).Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics, 45(3), 261–284.
Mehrang, f., & Rahimpour, M. (2010).The impact of task structure and planning conditions on oral performance of EFL learners. Procedia Social and Behavioral Sciences, 2, 36783–686.
Pallent, J. (2011).SPSS A survival manual: A step by step guide to data analysis using SPSS (5thed.). England: Open University Press.
Rahimpour, M. (1997). Task complexity, task condition, and variation in L2 oral discourse. Unpublished Ph.D. thesis, University of Queensland, Australia.
Rahimpour, M. (2010). Current trends on syllabus design in FL instruction. Procedia-Social and Behavioral Sciences, 2, 1660–1664.
Rahimpour, M., & Mehrang, F. (2010).Investigating effects of task structure on EFL learner’s oral performance. English Language Teaching, 3(4), 10–17.
Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), pp. 99–140.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interaction in a componential framework. Applied Linguistics, 22(1), 27–57.
Robinson, P. (2003). The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45–105.
Robinson, P. (2005). Cognitive complexity and task sequencing: Studding in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43, 1–33. doi: 10.1515/iral.200543.1.1
Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics, 45(3), 193–213. doi: 101515/iral.2007.009
Sanayee, M., & Rezaei, A. (2015).Importance of Task Complexity. International Journal of English Language Education.3 (1).
Salimi, A., Asadollahfam, H., & Dadashpour, S. (2011). The Effect of Task Complexity on EFL learners' Written performance. Social and Behavioral Sciences Directs, 29 (2011). pp. 1390–1399, doi:10.1016/j.sbspro.2011.11.378
Schmidt, R. (2000). Attention. In P. Robinson (Eds.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction.Applied Linguistics, 17, 38–62.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2003). Focus on form, task, and technology. Computer Assisted Language Learning, 16(5), 391–411.
Skehan, P., & Foster, P. (1999).The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120.
Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. In R. Ellis (Eds.), Planning and Task Performance in a Second Language (pp. 239–277). Amsterdam: John Benjamin.
Thompson, C. (2014). Guided planning, task complexity and second language oral development (Unpublished doctoral dissertation).University of Central Lancashire. UK.
Van Patten, B. (2002). Processing instruction: An update. Language Learning, 52(4), 755–803.
Wolff, D. (2000). Second language writing: A few remarks on psycholinguistic and instructional issues. Learning and Instruction, 10(1), pp. 107–112. DOI: 10.1016/S0959-4752(99)00021-3
Zarei, S. (2016).The effect, if any, of verb tense variation on the accuracy, fluency, and complexity of EFL learners’ oral task performances.(Unpublished master thesis), University of Ardabil, Iran.