Abstract
As integrated tasks are used in more and more testing contexts, it is necessary to investigate how test-takers approach such tasks. The present study aims to explore how English majors in the sophomore year perform in their written products in response to an interated task in TEM4. Analyses were conducted from the perspective of discource features, idea coverage the summary and the origin of ideas in the argement. Results showed that the two proficiency groups significantly differed only in grammatical accuracy, there were no significant difference between the two groups in terms of the other features: fluency and lexical sophistication. Besides, the two groups did not differ significantly in idea coverage in the summary, ideas used in the argument, ideas borrowed or ideas generated. The current study has implication for classroom teaching and test score interpretation. Directions for future research were recommended at last.
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