Abstract
Though many studies have been conducted on written language task complexity, much remains to be explored about its relationship with writers’ fluency. In this study, we examined the potential impact of cognitive task complexity on L1 and L2 learners’ writing and spelling fluency, and the writing fluency and spelling differences between two L2 learner groups when performing tasks of varied complexity. Ninety university students– 30 native English speakers, and 30 Hispanic and 30 Chinese English learners–participated in the study. We recorded the process performance of the three learner groups using computer keystroke logging software– Inputlog 7.0– while they completed two argumentative tasks of varied cognitive complexity. The participants’ writing performance was analyzed using multiple fluency measures. The results generally showed that task complexity plays an influential role in differentiating the participants’ writing fluency, and that task complexity interacts with the three learner groups’ writing and spelling fluency performance. This offers invaluable insights that can be harnessed by technology developers to tailor their tools, furnishing learners with the means to adeptly navigate the intricate terrain of task-induced fluency challenges. Such nuanced understanding holds the potential to refine technological solutions, ultimately empowering proficient TBLT-driven L2 writers.
Published Version
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