Task Complexity, Affective Factors, and Pre-task Planning: Effects on L2 Writing Production

Show simple item record

dc.contributor.advisor Zhang, L en
dc.contributor.advisor Parr, J en
dc.contributor.author Rahimi, Muhammad en
dc.date.accessioned 2016-08-02T21:42:41Z en
dc.date.issued 2016 en
dc.identifier.citation 2016 en
dc.identifier.uri http://hdl.handle.net/2292/29757 en
dc.description.abstract Two studies were conducted to investigate the role of task complexity and affective factors, and task complexity and pre-task planning conditions, in L2 writing production. Two writing tasks with varying degrees of complexity in relation to the reasoning demands and the number of elements were designed and validated. Upperintermediate English language learners were invited to participate in this study on a voluntary basis. In Study 1, one group of the learners (n = 60) performed a simple and a complex version of an argumentative writing task, and their writing production was measured in terms of syntactic complexity, accuracy, lexical complexity, and fluency (CALF), as well as the organisation, content, and overall written text quality. In Study 2, one group of the learners (n = 40) performed the simple and complex tasks under 10-minute pre-task planning and another group (n = 40) under no-pre-task planning conditions. The learners' writing production was compared using the same measures employed in Study 1. In Study 1, increasing task complexity led to a significant desirable change in one dimension of both syntactic and lexical complexity, had a significant adverse effect on accuracy and fluency, and led to the enhancement of L2 content, organisation, and writing quality. As regards the mediating role of motivation and anxiety, significant moderate negative associations were found between some dimensions of maladaptive approaches to learning and some measures of L2 writing production in the complex writing task performance. Conversely, significant moderate positive correlations were found between some aspects of adaptive approaches to learning and some measures of L2 writing production in the complex L2 writing task performance. In Study 2, a similar trend was found for the effect of increasing task complexity along the level of reasoning and the number of elements as in Study 1. The impact of 10-minute pre-task planning on L2 writing production was significantly favourable for one dimension of syntactic complexity and fluency. There were no significant effects on accuracy and lexical complexity. Nonetheless, significant positive changes for content, organisation, and writing quality were found. The findings lend partial support to the Cognition Hypothesis and the Trade-Off Hypothesis; other theoretical, methodological, and pedagogical implications are also discussed. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264870310602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Task Complexity, Affective Factors, and Pre-task Planning: Effects on L2 Writing Production en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The Author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 537561 en
pubs.record-created-at-source-date 2016-08-03 en

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace