The effects of task complexity on FL learners’ online writing behaviors and the correlated underlying cognitive processes | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 2, Volume 64, Issue 1, June 2018, Page 33-68 PDF (656.38 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2018.95953 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Elham Sweilam Ahmad Desouky Desouky | ||||
| Abstract | ||||
| The main target of the current study was to discover whether task complexity has any effect on the online behaviors of FL writers and the correlated cognitive processes underlying them. The participants were chosen after finishing their simple or complex essay tasks; they reached 146 participants, and four of them were chosen to be involved in spur callback. The keystroke logging software was used to record the writing behaviors of the participants. The presence of the content support was compared to the absence of task complexity. The results revealed that the presence of content support increased linguistic complexity, but at the same time there was less pausing and more revision. The absence of content support led to more repetition in pauses and the language was less developed in revisions. | ||||
| Keywords | ||||
| Foreign language learners; task complexity; writing | ||||
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