136
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The effects of task complexity and task sequencing on L2 performance: a systematic review

ORCID Icon & ORCID Icon
Received 03 Oct 2023, Accepted 16 Apr 2024, Published online: 02 May 2024

References

  • Abdi Tabari, M. and M. Cho. 2022. Task sequencing and L2 writing development: exploring the SSARC model of pedagogic task sequencing. Language Teaching Research 22, no. 4: 136216882210909. doi:10.1177/13621688221090922.
  • Abdi Tabari, M. and M. Miller. 2021. Unraveling the effects of task sequencing on the syntactic complexity, accuracy, lexical complexity, and fluency of L2 written production. Canadian Journal of Applied Linguistics 24, no. 2: 1–29. doi:10.37213/cjal.2021.31306.
  • Abrams, Z.I. 2019. The effects of integrated writing on linguistic complexity in L2 writing and task-complexity. System 81: 110–121. doi:10.1016/j.system.2019.01.009.
  • Adams, R., N.A. Nik Mohd Alwi and J. Newton. 2015. Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing 29: 64–81. doi:10.1016/j.jslw.2015.06.002.
  • Allaw, E. and K. McDonough. 2019. The effect of task sequencing on second language written lexical complexity, accuracy, and fluency. System 85: 102104. doi:10.1016/j.system.2019.06.008.
  • Awwad, A. and P. Tavakoli. 2019. Task complexity, language proficiency and working memory: interaction effects on second language speech performance. IRAL – International Review of Applied Linguistics in Language Teaching 60, no. 2: 169–196. doi:10.1515/iral-2018-0378.
  • Awwad, A., P. Tavakoli and C. Wright. 2017. “I think that’s what he’s doing”: effects of intentional reasoning on second language (L2) speech performance. System 67: 158–169. doi:10.1016/j.system.2017.05.002.
  • Baddeley, A. 2015. Working memory in second language learning. In Working Memory in Second Language Acquisition and Processing, ed. Z. Wen, M.B. Mota and A. McNeill, 17–28. Bristol, Blue Ridge Summit: Multilingual Matters. doi:10.21832/9781783093595-005.
  • Cho, H. 2015. Effects of task complexity on English argumentative writing. English Teaching 70, no. 2: 107–131. doi:10.15858/engtea.70.2.201506.107.
  • Cho, M. 2018. Task complexity, modality, and working memory in L2 task performance. System 72: 85–98. doi:10.1016/j.system.2017.10.010.
  • Ellis, R. and G.P. Barkhuizen. 2005. Analysing Learner Language. Oxford: Oxford University Press.
  • Frear, M.W. and J. Bitchener. 2015. The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing 30: 45–57. doi:10.1016/j.jslw.2015.08.009.
  • Golparvar, S.E. and F. Rashidi. 2021. The effect of task complexity on integrated writing performance: the case of multiple-text source-based writing. System 99: 102524. doi:10.1016/j.system.2021.102524.
  • Housen, A. and F. Kuiken. 2009. Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics 30, no. 4: 461–473. doi:10.1093/applin/amp048.
  • Huh, M.-H. and J. Lee. 2018. Task complexity and writing prompts and performance in EFL high school students’ narrative writing. English Teaching 73, no. 4: 55–72. doi:10.15858/engtea.73.4.201812.55.
  • Hyun, J.-E. and J.-H. Lee. 2018. The effects of task complexity and working memory on Korean adult learners’ English speaking performance. English Teaching 73, no. 1: 115–134. doi:10.15858/engtea.73.1.201803.115.
  • Jackson, D.O. and S. Suethanapornkul. 2013. The cognition hypothesis: a synthesis and meta-analysis of research on second language task complexity. Language Learning 63, no. 2: 330–367. doi:10.1111/lang.12008.
  • 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:10.1016/j.jslw.2017.06.001.
  • Khatib, M. and M. Farahanynia. 2020. Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: effects on L2 oral performance. System 93: 102297. doi:10.1016/j.system.2020.102297.
  • Kim, N. 2020. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research 27, no. 2: 415–440. doi:10.1177/1362168820937548.
  • Kuiken, F. and I. Vedder. 2007. Task complexity and measures of linguistic performance in L2 writing. IRAL - International Review of Applied Linguistics in Language Teaching 45, no. 3: 261–284. doi:10.1515/iral.2007.012.
  • Kuiken, F. and I. Vedder. 2008. Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing 17, no. 1: 48–60. doi:10.1016/j.jslw.2007.08.003.
  • Lee, J. 2020. Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing 50: 100777. doi:10.1016/j.jslw.2020.100777.
  • Lee, J. 2021. Task sequencing and task complexity effects on L2 writing: does task order really matter? Journal of Asia TEFL 18, no. 4: 1088–1107. doi:10.18823/ASIATEFL.2021.18.4.2.1088.
  • Levelt, W.J. 1983. Monitoring and self-repair in speech. Cognition 14, no. 1: 41–104. doi:10.1016/0010-0277(83)90026-4.
  • Malicka, A. 2020. The role of task sequencing in fluency, accuracy, and complexity: investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24, no. 5: 642–665. doi:10.1177/1362168818813668.
  • Michel, M.C., F. Kuiken and I. Vedder. 2012. Task complexity and interaction: (combined) effects on task-based performance in Dutch as a second language. EUROSLA Yearbook 12: 164–190. doi:10.1075/eurosla.12.09mic.
  • Moher, D., A. Liberati, J. Tetzlaff, D.G. Altman, G. Antes, D. Atkins, V. Barbour, N. Barrowman, J.A. Berlin, J. Clark, et al. 2009. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine 151, no. 4: 264–269. doi:10.7326/0003-4819-151-4-200908180-00135.
  • Pallotti, G. 2009. Caf: defining, refining and differentiating constructs. Applied Linguistics 30, no. 4: 590–601. doi:10.1093/applin/amp045.
  • Rahimi, M. 2019. Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing. Language Teaching Research 23, no. 5: 633–654. doi:10.1177/1362168818761465.
  • Révész, A., N.E. Kourtali and D. Mazgutova. 2017. Effects of task complexity on L2 writing behaviors and linguistic complexity. Language Learning 67, no. 1: 208–241. doi:10.1111/lang.12205.
  • Robinson, P. 2001a. Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
  • Robinson, P. 2001b. Task complexity, cognition, and second language fluency acquisition. In Cognition and Second Language Instruction, ed. P. Robinson, 287–318. Cambridge: Cambridge University Press.
  • Robinson, P. 2003. Attention and memory during SLA. In The Handbook of Second Language Acquisition, eds. C.J. Doughty and M.H. Long, 631–678. Hoboken: Blackwell Publishing.
  • Robinson, P. 2005. Cognitive complexity and task sequencing: studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teachings 43, no. 1: 1–32. doi:10.1515/iral.2005.43.1.1.
  • Robinson, P. 2010. Situating and distributing cognition across task demands: the SSARC model of pedagogic task sequencing. In Cognitive Processing in Second Language Acquisition: Inside the Learner’s Mind, ed. M. Pütz and L. Sicola, 243–268. Amsterdam: John Benjamins Publishing.
  • Robinson, P. 2015. The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In Domains and Directions in TBLT: Plenaries from a Decade of the International Conference, ed. M. Bygate, 87–122. Amsterdam: John Benjamins.
  • Robinson, P. 2022. The cognition hypothesis, the triadic componential framework and the SSARC model: An instructional design theory of pedagogic task sequencing. In The Cambridge Handbook of Task-based Language Teaching, ed. M. Ahmadian and M.H. Long, 205–225. New York: Cambridge University Press.
  • Robinson, P. and R. Gilabert. 2007. Task complexity, the cognition hypothesis and second language learning and performance. IRAL – International Review of Applied Linguistics in Language Teaching 45, no. 3: 161–176. doi:10.1515/IRAL.2007.007.
  • Rostamian, M., A.M. Fazilatfar and A.A. Jabbari. 2018. The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research 22, no. 4: 418–438. doi:10.1177/1362168817699239.
  • 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:10.1016/j.jslw.2015.02.001.
  • Salimi, A. 2015. The effect of focus on form and task complexity on L2 learners’ oral task performance. Advances in Language and Literary Studies 6, no. 6: 54–62. doi:10.7575/aiac.alls.v.6n.6p.54.
  • Shajeri, E. and S. Izadpanah. 2016. The impact of task complexity along single task dimension on Iranian EFL learners’ writing production. Theory and Practice in Language Studies 6, no. 5: 935–935. doi:10.17507/tpls.0605.04.
  • Skehan, P. 1996. A framework for the implementation of task-based instruction. Applied Linguistics 17, no. 1: 37–62. doi:10.1093/applin/17.1.38.
  • Skehan, P. 2015. Limited attentional capacity and cognition: two hypotheses regarding second language performance on tasks. In Domains and Directions in the Development of TBLT: Adecade of Plenaries from the International Conference, ed. M. Bygate, 123–155. Amsterdam: John Benjamins.
  • Skehan, P. 2018. Second Language Task-based Performance: Theory, Research, Assessment. Oxfordshire: Routledge.
  • Soodmand Afshar, H. and S. Tofighi. 2021. The role of task complexity and working memory capacity in L2 accuracy and fluency. Journal of English Language Teaching and Learning 13, no. 27: 389–416. doi:10.22034/elt.2021.44767.2353.
  • Vasylets, O., R. Gilabert and R.M. Manchón. 2017. The effects of mode and task complexity on second language production. Language Learning 67, no. 2: 394–430. doi:10.1111/lang.12228.
  • Yoon, H.J. 2021. Challenging the connection between task perceptions and language use in L2 writing: genre, cognitive task complexity, and linguistic complexity. Journal of Second Language Writing 54: 100857. doi:10.1016/j.jslw.2021.100857.
  • Zhan, J., Q. Sun and L.J. Zhang. 2021. Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research. doi:10.1177/13621688211024360.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.