Abstract
This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.
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