The Effect of Task Complexity on EFL learners’ Written performance

Salimi, Asghar; Dadaspour, Soghra; Asadollahfam, Hassan

doi:10.1016/j.sbspro.2011.11.378

Cited by 19 publications

(17 citation statements)

References 27 publications

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“…Ellis (2001) and Farrokhi and Rahimpour (2011, p. 151) categorize focus on form into three types of focus on forms, incidental, and planned focus on form. As it was mentioned, focus on forms is nothing but the traditional structurally designed syllabus in which language is considered as a system and the primary focus is on language structure and forms (Long, 1996, Asadollahfam, et al, 2011. Planned focus on form involves the use of communicative tasks designed to elicit preselected forms in a meaning-focused context.…”

Section: B Focus On Form and Its Typesmentioning

confidence: 99%

“…A narrative written task, as well as written production focused and unfocused tasks were employed as the means of data collection for post-test and delayed post-test, respectively. Accuracy measure for the accuracy of written narrative task was errorfree T-units per T-units (Ishikawa, 2006;Rahimpour, 1999;Salimi, et al, 2011). The delayed post-test was administrated after two weeks.…”

Section: B Proceduresmentioning

confidence: 99%

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The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

Rahimpour¹,

Salimi²,

Farrokhi³

2012

TPLS

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Abstract-A number of Second Language Acquisition researchers argue that since focus on form facilitates second language development, therefore special attention to focus on form in the case of adult learners seems to be necessary. This area of research has been one of the hotly-debated issues in SLA literature. The main purpose of the present quasi-experimental study is to investigate the effects of intensive and extensive focus on form instructions on EFL learners' written accuracy. For the purpose of the study 40 learners of English at pre-intermediate level were chosen randomly as the participants of the study and assigned into two groups of experimental which received different types of instruction for 2 months. A narrative task and written production focused and unfocused tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure introduced by Ellis (2008).T-test was employed as the statistical means of analysis. The results of the study revealed significant differences between the performances of two groups in terms of the accuracy in focused written production task. The study carries significant implications for second language teachers, SLA researchers as well as task designers.Index Terms-focus on form, intensive focus on form, extensive focus on form, accuracy, task, noticing hypothesis

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Section: B Focus On Form and Its Typesmentioning

confidence: 99%

Section: B Proceduresmentioning

confidence: 99%

The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

Rahimpour¹,

Salimi²,

Farrokhi³

2012

TPLS

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“…Also, we point out that Ellis and Yuan's (2004) study was the only mixed-methods study that used two independent theoretical perspectives in order to collect both quantitative and qualitative data and interpret their results. Out of approximately 40 articles, we focused on only 11 articles which were very close to the concept of cognitive task complexity and L2 written performance including Ellis and Yuan (2004), Farahani andMeraji (2011), Heidari-Shahreza et al (2011), Kim (2009), Philip et al (2006, Ong and Zhang (2010), Rahimpour and Hosseini (2010), Salimi et al (2011), Sasayama (2011), Tavakoli (2009), and Wigglesworth and Storch (2009. Other studies were not considered for further analysis because the research questions addressed in other studies were not relevant to those we designed to answer in the current study.…”

Section: Methodsmentioning

confidence: 99%

“…These results illustrated how the criteria of the amount of cognitive load, transparency of picture or story, task structure, degree of given information, and availability of background information could relate to the elements proposed in Skehan's task difficulty model. Salimi et al (2011) explored the effects of cognitive task complexity utilizing resource-directing traits on linguistic performance in second language (L2) writing. Like other experimental research, the theoretical perspective of the study was post-positivism and the researchers used sampling, measurement and scaling to analyze the quantitative data.…”

Section: Rahimpour and Hosseinimentioning

confidence: 99%

“…There is a growing body of research on the effects of cognitive task complexity on linguistic performance in second language (L2) writing such as Ellis and Yuan (2004), Farahani andMeraji (2011), Heidari-Shahreza, Dabaghi, andKassaian (2011), Kim (2009), Vedder (2007, 2008), Ong and Zhang (2010), Philip, Oliver, and Mackey (2006), Rahimpour and Hosseini (2010), Salimi, Dadaspour, and Asadollahfam (2011), Wigglesworth andStorch (2009), andSasayama (2011). These studies use quantitative experimental design to interpret their findings, while very little research, giving priority to participants' perceptions and feelings, employs qualitative experimental design (Tavakoli, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Tabari

Ivey

2015

LACLIL

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RESUMENThis paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivism supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.Este artículo ofrece una revisión metodológica de investigaciones previas sobre la complejidad de tareas cognitivas, desde que surgió término en 1995, e investiga por qué tanta investigación era más cuantitativa que cualitativa. Por otra parte, arroja luz sobre los estudios que utilizaron el enfoque de métodos mixtos y determina cuál versión de los diseños de métodos mixtos se utilizaba con frecuencia. Los resultados revelan que muchos estudios en el campo de la investigación basada en la tarea cognitiva usaban un diseño experimental cuantitativo más que cualitativo para recoger e interpretar sus resultados. Estos estudios se orientan más al postpositivismo apoyado por una epistemología objetivista. Sin embargo, pocos estudios utilizaron el enfoque de métodos mixtos para considerar los efectos de la complejidad de la tarea cognitiva en el desempeño lingüístico en contexto de L2. La perspectiva teórica detrás de estos estudios fue el pragmatismo. Los estudios de métodos mixtos sólo utilizan el diseño secuencial explicativo para recoger datos e interpretar sus resultados, mientras que otras versiones de los diseños de investigación de métodos mixtos se quedaron sin definir. Para concluir, el documento identifica la brecha actual en la metodología de los estudios y ofrece recomendaciones sobre cómo obtener resultados más amplios y generalizables mediante la utilización de otras versiones de los estudios de métodos mixtos.

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Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects

Sarte

Gnevsheva

2022

Assessing Writing

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The Effect of Task Complexity on EFL learners’ Written performance

Cited by 19 publications

References 27 publications

The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

The Effect of Intensive and Extensive Focus on Form on EFL Learners’ Written Accuracy

Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects

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