Article published In:
TASK
Vol. 3:1 (2023) ► pp.109139
References
Abrams, Z. I.
(2019) The effects of integrated writing on linguistic complexity in L2 writing and task-complexity. System, 81 1, 110–121. DOI logoGoogle Scholar
Anderson, M. J.
(2001) A new method for non-parametric multivariate analysis of variance. Austral Ecology, 26 1, 32–46. DOI logoGoogle Scholar
Anderson, M. J., Gorley, R. N., & Clarke, K. R.
(2008) PERMANOVA+ for PRIMER: Guide to software and statistical methods. PRIMER-E.Google Scholar
Attali, Y.
(2013) Validity and reliability of automated essay scoring. In M. D. Shermis & J. Burstein (Eds.), Handbook of automated essay evaluation: Current applications and new directions (pp. 181–198). Routledge.Google Scholar
Bachman, L., & Palmer, A.
(2010) Language assessment in practice. Oxford University Press.Google Scholar
Barkaoui, K., & Hadidi, A.
(2021) Assessing changes in second Language writing performance. Routledge. DOI logoGoogle Scholar
Biber, D.
(1988) Variation across speech and writing. Cambridge University Press. DOI logoGoogle Scholar
Biber, D., & Conrad, S.
(2019) Register, genre, and style (2nd ed.). Cambridge University Press. DOI logoGoogle Scholar
Biber, D., Conrad, S., Reppen, R., Byrd, P., & Helt, M.
(2002) Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly, 36 (1), 9–48. DOI logoGoogle Scholar
Biber, D., Gray, B., & Staples, S.
(2016) Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics, 37 (5), 639–668. DOI logoGoogle Scholar
Bui, G., Skehan, P., & Wang, Z.
(2018) Task condition effects on advanced-level foreign language performance. In P. A. Malovrh & A. G. Benati (Eds.). The handbook of advanced proficiency in second language acquisition (pp. 219–237). John Wiley & Sons. DOI logoGoogle Scholar
Bygate, M., Samuda, V., & Van den Branden, K.
(2021) A pedagogic rationale for task-based language teaching for the acquisition of real-world language use. In M. J. Ahmadian & M. H. Long (Eds.). The Cambridge handbook of task-based language teaching (pp. 27–50). Cambridge University Press. DOI logoGoogle Scholar
Byrnes, H., & Manchón, R. M.
(2014) Task-based language learning: Insights from and for L2 writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1–23). John Benjamins. DOI logoGoogle Scholar
Chang, Y.-Y., & Swales, J.
(1999) Informal elements in English academic writing: Threats or opportunities for advanced non-native speakers? In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, processes, and practices (pp. 145–67).: Longman. DOI logoGoogle Scholar
Clarke, K. R., & Gorley, R. N.
(2015) PRIMER v7: User manual/Tutorial. PRIMER-E.Google Scholar
Connor, U., & Mbaye, A.
(2002) Discourse approaches to writing assessment. Annual Review of Applied Linguistics, 22 1, 263–278. DOI logoGoogle Scholar
Crawford, W. J., & Zhang, M.
(2021) How can register analysis inform task-based language teaching? Register Studies, 3 (2), 180–206. DOI logoGoogle Scholar
Crosthwaite, P.
(2016) A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness. Journal of English for Academic Purposes, 22 1, 166–178. DOI logoGoogle Scholar
Di Gennaro, K.
(2009) Investigating differences in the writing performance of international and Generation 1.5 students. Language Testing, 26 (4), 533–559. DOI logoGoogle Scholar
Ellis, R.
(2018) Reflections on task-based language teaching. Multilingual Matters. DOI logoGoogle Scholar
Ferris, D. R., & Hedgcock, J. S.
(2014) Teaching ESL composition: Purpose, process, and practice (3rd ed.). Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Field, A.
(2009) Discovering statistics using SPSS (Third edit). Sage.Google Scholar
Friginal, E., & Weigle, S.
(2014) Exploring multiple profiles of L2 writing using multi-dimensional analysis. Journal of Second Language Writing, 261, 80–95. DOI logoGoogle Scholar
Gilquin, G., & Paquot, M.
(2008) Too chatty: Learner academic writing and register variation. English Text Construction, 1 (1), 41–61. DOI logoGoogle Scholar
Goulart, L., Gray, B., Staples, S., Black, A., Shelton, A., Biber, D., & Wizner, S.
(2020) Linguistic perspectives on register. Annual Review of Linguistics, 6 1, 435–455. DOI logoGoogle Scholar
Grant, L., & Ginther, A.
(2000) Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing 9(2), 123–145. DOI logoGoogle Scholar
Halliday, M., Matthiessen, C. M., & Matthiessen, C.
(2014) An introduction to functional grammar. Routledge. DOI logoGoogle Scholar
Heylighen, F., & Dewaele, J. M.
(1999) Formality of language: Definition, measurement and behavioral determinants. Internal Report. Center “Leo Apostel”, Free University of Brussels.Google Scholar
Hyland, K., & Jiang, F. K.
(2017) Is academic writing becoming more informal? English for Specific Purposes, 45 1, 40–51. DOI logoGoogle Scholar
Issitt, S.
(2017) Evaluating the impact of a pre-sessional English for academic purposes programme: A corpus based study (Unpublished doctoral dissertation). University of Birmingham.
Jackson, D. O., & Suethanapornkul, S.
(2013) The cognition hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63 (2), 330–367. DOI logoGoogle Scholar
Johnson, M. D.
(2017) Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37 1, 13–38. DOI logoGoogle Scholar
Knoch, U., Macqueen, S., & O’Hagan, S.
(2014) An investigation of the effect of task type on the discourse produced by students at various score levels in the TOEFL iBT writing test (TOEFL iBT Report No. 23, ETS Research Report No. RR-14-43). Educational Testing Service. DOI logoGoogle Scholar
Kormos, J.
(2011) Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20 1, 148–161. DOI logoGoogle Scholar
(2014) Differences across modalities of performance. Task-based language learning: Insights from and for L2 writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning–Insights from and for L2 writing (pp. 193–216). John Benjamins. DOI logoGoogle Scholar
Kuiken, F., & Vedder, I.
(2016) Functional adequacy in L2 writing: Towards a new rating scale. Language Testing 34 (3), 321–336. DOI logoGoogle Scholar
Ling, G., Powers, D. E., & Edler, R. M.
(2014) Do TOEFL iBT scores reflect improvement in English-language proficiency? Extending the TOEFL iBT validity argument (Research Report No. RR-14-09). Educational Testing Service. DOI logoGoogle Scholar
Malicka, A., & Levkina, M.
(2012) Measuring task complexity: Does EFL proficiency matter? In A. Shehadeh & C. A. Coombe (Eds.). Task-based language teaching in foreign language contexts: Research and implementation (pp. 63–86). John Benjamins. DOI logoGoogle Scholar
Nini, A.
(2014) Multidimensional Analysis Tagger 1.2 – Manual. Retrieved on 25 May 2023 from: [URL]
Ong, J., & Zhang, L. J.
(2010) Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19 1, 218–233. DOI logoGoogle Scholar
Plakans, L.
(2014) Written discourse. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1–13). John Wiley & Sons.Google Scholar
Polio, C., & Friedman, D.
(2016) Understanding, evaluating and conducting second language writing research. Routledge. DOI logoGoogle Scholar
Qin, W., & Uccelli, P.
(2020) Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45 1, 1–14. DOI logoGoogle Scholar
Révész, A., Ekiert, M., & Torgersen, E. N.
(2016) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37 (6), 828–848.Google Scholar
Ruiz-Funes, M.
(2014) Task complexity and linguistic performance in advanced college-level foreign language writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning–Insights from and for L2 writing (pp. 163–192). John Benjamins. DOI logoGoogle Scholar
Shaw, P., & Liu, E.
(1998) What develops in the development of second-language writing? Applied Linguistics, 19 1, 225–254. DOI logoGoogle Scholar
Skehan, P.
(2015) Limited attentional capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 123–155). John Benjamins. DOI logoGoogle Scholar
(2021) The psycholinguistics of task-based performance. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 3–26). Cambridge University Press. DOI logoGoogle Scholar
Swales, J. M., & Feak, C. B.
(2012) Academic writing for graduate students: A course for nonnative speakers of English (3rd ed.). University of Michigan Press. DOI logoGoogle Scholar
Weigle, S. C., & Friginal, E.
(2015) Linguistic dimensions of impromptu test essays compared with successful student disciplinary writing: Effects of language background, topic, and L2 proficiency. Journal of English for Academic Purposes, 18 1, 25–39. DOI logoGoogle Scholar
Yan, X., & Staples, S.
(2020) Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE. Language Testing, 37 (2) 189–214. DOI logoGoogle Scholar
Zhang, M.
(2018) Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76 1, 1–12. DOI logoGoogle Scholar
(2021) Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research, 25 (3), 338–359. DOI logoGoogle Scholar