References
An, H., & Li, S.
(2022) Working memory and second language interaction. In J. Schwieter & Z. Wen (Eds.), The Cambridge handbook of working memory and language (pp. 656–698). Cambridge University Press.Google Scholar
(2024) Anxiety in task-based language teaching: A state-of-the-art review. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 52–86). John Benjamins.Google Scholar
Atay, D., & Kurt, G.
(2006) Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100–118.Google Scholar
Baddeley, A. D.
(1986) Working memory. Oxford University Press.Google Scholar
(2000) The episodic buffer: A new component of working memory? Trends in Cognitive Science, 4, 417–423. DOI logoGoogle Scholar
(2015) Working memory in second language learning. In Z. Wen, M. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 17–28). Multilingual Matters.Google Scholar
Bailey, P., Onwuegbuzie, A., & Daley, C.
(2000) Correlates of anxiety at three stages of the foreign language learning process. Journal of Language and Social Psychology, 19, 474–490. DOI logoGoogle Scholar
Bergsleithner, J. M.
(2010) Working memory capacity and L2 writing performance. Ciências & Cognição, 12(2), 2–20. [URL]Google Scholar
Biber, D., & Conrad, S.
(2019) Register, genre, and style. Cambridge University Press.Google Scholar
Brookhart, S. M.
(2013) How to create and use rubrics for formative assessment and grading. ASCD.Google Scholar
Cheng, Y. S.
(2004) A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. DOI logoGoogle Scholar
(2017) Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety. System, 68, 15–25. DOI logoGoogle Scholar
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L.
(1999) Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446. DOI logoGoogle Scholar
Cho, M.
(2018) Task complexity, modality, and working memory in L2 task performance. System, 72, 85–98. DOI logoGoogle Scholar
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W.
(2005) Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12, 769–786. DOI logoGoogle Scholar
Ellis, R.
(2009) The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30, 474–509. DOI logoGoogle Scholar
(2021) The effects of pre-task planning on second language writing: A systematic review of experimental studies. Chinese Journal of Applied Linguistics, 44(2), 131–165. DOI logoGoogle Scholar
(2024) Conclusion: Some thoughts on investigating individual differences in task-based language teaching. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 356–374). John Benjamins.Google Scholar
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(1), 59–84. DOI logoGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
(2020) Task-based language teaching: Theory and practice. Cambridge University Press.Google Scholar
Hayes, J. R., & Flower, L. S.
(1980) Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Hudson, R.
(2009) Measuring maturity. In R. Beard, D. Myhill, M. Nystrand & J. Riley (Eds.), The Sage handbook of writing development (pp. 349–362). Sage.Google 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, 13–38. DOI logoGoogle Scholar
Kellogg, R. T.
(1996) A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57–72). Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Kellogg, R. T., Whiteford, A. P., Turner, C. E., Cahill, M., & Mertens, A.
(2013) Working memory in written composition: An evaluation of the 1996 model. Journal of Writing Research, 5, 159–190. DOI logoGoogle Scholar
Kormos, J.
(2011) Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20(2), 148–161. DOI logoGoogle Scholar
(2012) The role of individual differences in L2 writing. Journal of Second Language Writing, 21, 390–403. DOI logoGoogle Scholar
Kuiken, F., & Vedder, I.
(2007) Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45, 261–284. DOI logoGoogle Scholar
(2011) Task complexity and linguistic performance in L2 writing and speaking. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 91–104). John Benjamins. DOI logoGoogle Scholar
Kuiken, F., Mos, M., & Vedder, I.
(2005) Cognitive task complexity and second language writing performance. EUROSLA Yearbook, 5, 195–222. DOI logoGoogle Scholar
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. The MIT Press.Google Scholar
Li, S.
(2023a) Working memory and second language learning: A critical and synthetic review. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 348–360). Routledge.Google Scholar
(2023b) Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45, 647–679. DOI logoGoogle Scholar
Li, S., Ellis, R., & Zhu, Y.
(2019) The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 40(3), 693–722. DOI logoGoogle Scholar
Li, S., & Fu, M.
(2018) Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22(2), 230–253. DOI logoGoogle Scholar
Li, L., Chen, J., & Sun, L.
(2015) The effects of different lengths of pretask planning time on L2 learners’ oral test performance. TESOL Quarterly, 49(1), 38–66. DOI logoGoogle Scholar
Long, M. H.
(1985) A role for instruction in second language acquisition: Task-based language teaching. Modelling and Assessing Second Language Acquisition, 18(1), 77–99.Google Scholar
Lu, X.
(2011) A corpus-based evaluation of syntactic complexity measures as indices of college-level EFL writers’ language development. TESOL Quarterly, 45, 36–62. DOI logoGoogle Scholar
MacIntyre, P. D. & Gregersen. T.
(2012) Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 103–118). Palgrave Macmillan. DOI logoGoogle Scholar
Manchón, R.
(2014) The internal dimension of tasks. The interaction between task factors and learner factors in bringing about learning through writing. In H. Byrnes & R. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 27–52). John Benjamins. DOI logoGoogle Scholar
Mavrou, I.
(2020) Working memory, executive functions, and emotional intelligence in second language writing. Journal of Second Language Writing, 50, 100758. DOI logoGoogle Scholar
Ong, J., & Zhang, L.
(2010) Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218–233. DOI logoGoogle Scholar
Plonsky, L., & Kim, Y.
(2016) Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97. DOI logoGoogle Scholar
Prabhu, N.
(1987) Second language pedagogy. Oxford University Press.Google Scholar
Rahimi, M., & Zhang, L.
(2019) Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786. DOI logoGoogle Scholar
Révész, A., Michel, M., & Lee, M.
(2017) Investigating IELTS academic writing task 2: Relationship between cognitive writing processes, text quality, and working memory. IELTS Research Reports Online Series. Retrieved on 15 January 2024 from [URL]
Robinson, P.
(2007) Criteria for classifying and sequencing pedagogic tasks. In M. P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–26). Multilingual Matters. DOI logoGoogle Scholar
(2011) Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 3–37). John Benjamins. DOI logoGoogle Scholar
Ruiz-Funes, M.
(2015) Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing, 28, 1–19. DOI logoGoogle Scholar
Sasaki, M.
(2000) Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259–291. DOI logoGoogle Scholar
Skehan, P.
(1996) A framework for the implementation of task based instruction. Applied Linguistics, 17(1), 38–62. DOI logoGoogle Scholar
(2024) Foreword: Individual differences bridge the divides between task-based research and pedagogy. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 1–8). John Benjamins.Google Scholar
Skehan, P., & Foster, P.
(2001) Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction (pp. 183–205). Cambridge University Press.Google Scholar
Tabari, M.
(2022) Investigating the interactions between L2 writing processes and products under different task planning time conditions. Journal of Second Language Writing, 55, 100871. DOI logoGoogle Scholar
Trebits, A.
(2016) Sources of individual differences in L2 narrative production: The contribution of input, processing, and output anxiety. Applied Linguistics, 37(2), 155–174. DOI logoGoogle Scholar
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W.
(2005) An automated version of the operation span task. Behavior Research Methods, 37, 498–505. DOI logoGoogle Scholar
Vallejos, C. A.
(2020) Fluency, working memory and second language proficiency in multicompetent writers (Publication No. 27958937, Doctoral dissertation). Georgetown University. ProQuest Dissertations.
Vasylets, O., & Marín, J.
(2020) The effects of working memory and L2 proficiency on L2 writing. Journal of Second Language Writing, 52, 1–14. DOI logoGoogle Scholar
Yang, W.
(2014) Mapping the relationships among the cognitive complexity of independent writing tasks, L2 writing quality, and complexity, accuracy and fluency of L2 writing (Publication No. 3637700, Doctoral dissertation). Georgia State University. ProQuest Dissertations.
Yoon, H.
(2017) Investigating the interactions among genre, task complexity, and proficiency in L2 writing: A comprehensive text analysis and study of learner perceptions (Publication No. 10275616, Doctoral dissertation). Michigan State University. ProQuest Dissertations.
Zabihi, R.
(2018) The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32–57. DOI logoGoogle Scholar
Zabihi, R., Mousavi, S. H., & Salehian, A.
(2020) The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Current Psychology, 39(4), 1438–1444. DOI logoGoogle Scholar
Zalbidea, J.
(2017) ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. The Modern Language Journal, 101(2), 335–352. DOI logoGoogle Scholar
Zenker, F., & Kyle, K.
(2021) Investigating minimum text lengths for lexical diversity indices. Assessing Writing, 47, 100505. DOI logoGoogle Scholar