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This paper reports the findings from a study that explored the effects of task complexity on linguistic complexity in EFL writing with a within-and-between-subject design for the sustainability of EFL writing skills. A total of 178 English majors and non-English majors participated in the study. They each performed two writing tasks that were manip...
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Context 1
... to the start of the study, the researchers conducted a one-way analysis of variance on the paper scores of the four classes in their most recent comprehensive English test before the start of the study. Data analysis showed that there was no significant difference in the English proficiency of the four classes (see Table 1 for details). The non-English majors likewise came from four different classes, covering majors such as history, e-commerce, business administration, and electrical engineering. ...Context 2
... non-English majors likewise came from four different classes, covering majors such as history, e-commerce, business administration, and electrical engineering. Before the study, the researchers performed a one-way analysis of variance on their most recent college English test and found that the English proficiency of the four classes was equivalent (see Table 1 for details). In addition, the four classes had the following elements in common: (1) they shared the same teacher for their College English course, who was a female lecturer of 39 years of age majoring in foreign linguistics and applied linguistics, with 17 years of teaching experience in colleges and universities; (2) they were all students from English Class A, with relatively high English proficiency; (3) they were all preparing for CET-4 (the full name is College English Test 4, a national English proficiency test for non-English majors in China) when invited to perform the first writing task, and all believed that this was a good opportunity to practice their English writing. ...Citations
... Contradictory findings were also obtained by two recent studies: although Vasylets, Gilabert, and Manchón (2017) showed no impact on increasing the reasoning demands of both the writing and speaking tasks on subordination (S nodes per AS-unit) and noun-phrase complexity, Cho (2018) indicated the significant role of increasing the number of task elements in developing complex nominals in both speaking and writing tasks. Confirming these inconclusive results, Wang and Jin (2022) who used 39 indices to measure both syntactic and lexical complexity of learners' written texts (task complexity operationalized as the number of elements and prior knowledge) underlined the multidimensional nature of linguistic complexity. They showed that different sub-dimensions of linguistic complexity were differentially influenced by increases in task complexity. ...
This study examines the extent to which verb argument construction (VAC) based indices of syntactic complexity could predict four different writing task conditions: a simple task with no repetition (S + NR), a simple task with repetition (S + R), a complex task with no repetition (C + NR), and a complex task with repetition (C + R). Ninety-six high-intermediate second language (L2) learners of English performed two argumentative writing tasks and repeated them at one-week intervals, with the order of the tasks counterbalanced. The 384 essays collected at four different time points were analyzed in terms of VAC sophistication measures using the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (Kyle 2016). Results indicated that S + R as well as C + NR and C + R conditions led to more lower-frequency VAC-verb combined structures used in the essays. Further analyses revealed a significant average association strength between verbs and VACs for the C + R group, showing the superiority of this condition over the others in developing syntactically complex argumentative essays. The implications for L2 writing pedagogy and assessment will be discussed.
... In addition to assuming that the reader understands the subject thus far, academic writing necessitates the creation of a document with exceptional coherence. Several studies have shown that training writing skills and providing feedback during the writing process might help improve writing [1,2]. This applies to higher education as well. ...
A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive.
... For students, specifically, those who want to go abroad to study, English test scores have become the most significant hurdle for gaining opportunities to study abroad (Jin and Yang, 2018;Reynolds and Teng, 2019). The complexities of English language acquisition have been explored and found to be an essential aspect of English language education (Wang and Jin, 2022). For example, the TOEFL (Test of English as Foreign Language) is the most popular test taken in the world, taken by 27 million people (Halim and Ardiningtyas, 2018), and preparation for taking the test has taken on immense importance for many young Chinese (Zheng et al., 2021). ...
... The dependent variable, language proficiency in English, was ascertained from survey items adapted from previous research (Wang and Jin, 2022). The description is as follows, "I can complete basic forms and write notes including times, dates, and places.", ...
Within the context of China, this study seeks to examine the relationship between English language proficiency, the native dialect of the learner, and the learner’s reason, or motivation for learning English. English language proficiency can be an important vehicle for accessing high quality higher education, for interacting with non-Chinese, and for enhancing employment and career opportunities Data was gathered through an online survey with 985 usable responses recorded. Respondents included a distribution of speakers from five of the major distinct dialects of China. The analysis provides empirical evidence of a diversity of propensities and motivations for English language acquisition among learners from different regions and native dialects. Access to international higher education as a type of motivation is found to have a moderating effect on English proficiency. Other findings suggest that learners in regions with more historic exposure to foreign interaction are more likely to be motivated for social reasons, those from regions with export focused commerce will be motivated for business related reasons. The results of this study may be of interest to policy makers, linguists, educators, and those with an interest in socioeconomic sustainability through language acquisition and education as a method of socioeconomic mobility.
... In line with this argument, a significant proportion of task-based L2 writing studies has focused on the cognitive dimensions of task design, specifically features contributing to the cognitive complexity of tasks and foreign language performance on them (e.g., Abrams 2019; Kormos and Trebits 2012;Kuiken and Vedder 2008;Ruiz-Funes 2015;Wang and Jin 2022). The most popular theories on task complexity are Robinson's (2001aRobinson's ( , 2001bRobinson's ( , 2005 Triadic Componential Framework and Cognition Hypothesis and Skehan's (2001) limited-attentional resources model. ...
Task complexity has long been posited as an influential task feature inspiring much research. However, task complexity frameworks might be in need of adjustment, as they tend to emphasize the role of cognitive factors and neglect affective ones despite the fact that learner agency and potential for creativity have been linked to certain aspects of task performance, possibly exerting their influence through learners’ affects. Thus, to investigate the role of agency and creativity in task-based L2 writing, this study aimed to explore the relationship between task conditions conceptualized as the levels of learner agency and the potential for creativity in Chinese students’ English written performances on the one hand, and the possible role that the study contexts might play in the written performances in each task condition on the other. Participants of the study were two groups of Chinese intermediate learners of English studying in Hungary and China (n = 40), producing 120 narratives altogether. In our study, different aspects of task performance, i.e., syntactic and lexical complexity and accuracy, were associated with learner agency and potential for creativity. Moreover, differences were found in fluency between Chinese students studying in the different contexts, indicating the possible role of study contexts in this regard.
