Abstract
Abstract Learner corpora provide researchers with a rich pool of resources that can complement experimental studies. The purpose of the present paper is to provide task complexity researchers, for the first time, with further insight regarding interactive effects of task complexity, task type, task modality, and L1 background on linguistic and propositional complexity. Analyzing 720 intermediate-level (B1) written texts that were extracted from open access online language learning platform, the EF-Cambridge Open Language Database (EFCAMDAT) revealed that there was a significant interaction effect among task design features (task complexity, task type, and L1 background) that influenced linguistic and propositional complexity of written texts. This suggests that task complexity does not function in isolation of other task design features such as task type and L1 background.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
