A main prediction of the Cognition Hypothesis is that individual differences will influence learners’ perceptions of task difficulty and, as a result, affect performance and learning as task complexity is increased. To date, little research has investigated this claim, leaving open the question whether an interaction exists between task complexity and learner factors. Thus, the current study employed a pre-post-delayed posttest design to investigate the role of task complexity and anxiety in university Korean EFL learners’ (N = 88) development of past tense morphology during task-based learner-learner interaction. Participants were assigned to one of three groups that carried out four communicative tasks varying in terms of task complexity: simple, +complex, and ++complex, based on [± reasoning demands]. Past tense development was investigated within individual and pair tasks, and assessed following the Aspect Hypothesis (Andersen & Shirai, 1994, 1996). Learners’ anxiety was measured via a questionnaire targeting speaking anxiety only. Results indicated that (1) complex tasks were more facilitative of past tense development compared to simple tasks overall, (2) low-anxiety learners showed more past tense development than high-anxiety learners, and (3) there was no interaction between task complexity and learners’ anxiety level. Drawing on these findings, implications for research on the Cognition Hypothesis and task-based language teaching are discussed.
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2022. Empirical Research on Emotions, Motivation, Self-Efficacy, and Flow with the Help of Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ], ► pp. 51 ff.
2021. A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity
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2013. THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS. Studies in Second Language Acquisition 35:4 ► pp. 689 ff.
Baralt, Melissa, Laura Gurzynski-Weiss & YouJin Kim
2023. Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 571 ff.
Jin, Yinxing, Lawrence Jun Zhang & Peter D. MacIntyre
2020. Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors. Frontiers in Psychology 11
2019. The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing 36:3 ► pp. 327 ff.
Pérez Castillejo, Susana
2023. Prior processing, foreign language classroom anxiety, and L2 fluency. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 519 ff.
2021. The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 205 ff.
Révész, Andrea, Marije Michel & Roger Gilabert
2016. MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS. Studies in Second Language Acquisition 38:4 ► pp. 703 ff.
Solon, Megan, Avizia Y. Long & Laura Gurzynski-Weiss
2017. TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS. Studies in Second Language Acquisition 39:2 ► pp. 347 ff.
Zabihi, Reza, Shiva Ghominejad & Mohammad Javad Ahmadian
2021. Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?. Language Teaching Research► pp. 136216882110440 ff.
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