Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables

Abstract

This investigation aimed at examining the potential of second/foreign language (L2/FL) writing for language learning through the manipulation of task complexity and learner-related variables, including L2 proficiency levels and performance levels on task. It focused on task complexity in essay writing and measures of syntactic complexity, linguistic accuracy, and fluency (CAF). Analysis was based on the data from two separate studies the author conducted on this topic with undergraduate FL learners of Spanish in an American university at two distinct levels of language proficiency: advanced and intermediate. Findings indicated that task complexity in L2/FL writing as determined by familiarity of topic, genre, and/or task type, and reasoning demands seemed to have an impact on writing as a possible context for language learning, namely on CAF measures, in two ways: First, within given levels of language proficiency, results showed a tendency towards a trade-off effect among measures of linguistic production in writing affected by task complexity. Second, findings also suggest that the relationship between task complexity in L2/FL writing and the effect on attentional resources and CAF measures may be associated with the language proficiency level (Norris & Ortega, 2009) in conjunction with the level of expertise in writing of the learner. These findings shed further light on the connection between L2/FL writing and task-based language teaching (TBLT) (Byrnes & Manchón, 2014). Limitations of the study as well as suggestions for future research are stated.