The impacts of manipulating task complexity on EFL Learners’ Performance

The purpose of this study is to investigate the impact of manipulating the cognitive complexity of tasks on EFL learners’ narrative task performance in terms of complexity, accuracy, and fluency of their production. To this aim, by drawing upon Robinson’s (2007) Triadic Componential Framework (TCF),...

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Main Authors:	Masoud Saeedi, Saeed Ketabi, Shirin Rahimi Kazerooni
Format:	Article
Language:	English
Published:	Penerbit UKM 2012
Online Access:	http://journalarticle.ukm.my/5772/ http://journalarticle.ukm.my/5772/ http://journalarticle.ukm.my/5772/1/1356.pdf

id	ukm-5772
recordtype	eprints
spelling	ukm-57722012-12-31T07:28:26Z http://journalarticle.ukm.my/5772/ The impacts of manipulating task complexity on EFL Learners’ Performance Masoud Saeedi, Saeed Ketabi, Shirin Rahimi Kazerooni, The purpose of this study is to investigate the impact of manipulating the cognitive complexity of tasks on EFL learners’ narrative task performance in terms of complexity, accuracy, and fluency of their production. To this aim, by drawing upon Robinson’s (2007) Triadic Componential Framework (TCF), four levels of task complexity were operationalized. Sixty- five Iranian students studying English as a foreign language at the intermediate level participated in this research. The obtained results revealed that manipulating different dimensions of task complexity exerts differential effects on complexity, accuracy, and fluency of learners’ narrative task performance. Additionally, it was shown that keeping tasks simple along the resource-dispersing dimension, while making them more demanding along the resource-directing dimension results in a simultaneous increase in complexity and accuracy, a finding which conforms to predictions based on Robinson’s Cognition Hypothesis. These findings suggest that task complexity can be used as a robust basis for making grading and sequencing decisions in task-based syllabi. Penerbit UKM 2012-11 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/5772/1/1356.pdf Masoud Saeedi, and Saeed Ketabi, and Shirin Rahimi Kazerooni, (2012) The impacts of manipulating task complexity on EFL Learners’ Performance. GEMA: Online Journal of Language Studies, 12 (4). pp. 1057-1075. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The purpose of this study is to investigate the impact of manipulating the cognitive complexity of tasks on EFL learners’ narrative task performance in terms of complexity, accuracy, and fluency of their production. To this aim, by drawing upon Robinson’s (2007) Triadic Componential Framework (TCF), four levels of task complexity were operationalized. Sixty- five Iranian students studying English as a foreign language at the intermediate level participated in this research. The obtained results revealed that manipulating different dimensions of task complexity exerts differential effects on complexity, accuracy, and fluency of learners’ narrative task performance. Additionally, it was shown that keeping tasks simple along the resource-dispersing dimension, while making them more demanding along the resource-directing dimension results in a simultaneous increase in complexity and accuracy, a finding which conforms to predictions based on Robinson’s Cognition Hypothesis. These findings suggest that task complexity can be used as a robust basis for making grading and sequencing decisions in task-based syllabi.
format	Article
author	Masoud Saeedi, Saeed Ketabi, Shirin Rahimi Kazerooni,
spellingShingle	Masoud Saeedi, Saeed Ketabi, Shirin Rahimi Kazerooni, The impacts of manipulating task complexity on EFL Learners’ Performance
author_facet	Masoud Saeedi, Saeed Ketabi, Shirin Rahimi Kazerooni,
author_sort	Masoud Saeedi,
title	The impacts of manipulating task complexity on EFL Learners’ Performance
title_short	The impacts of manipulating task complexity on EFL Learners’ Performance
title_full	The impacts of manipulating task complexity on EFL Learners’ Performance
title_fullStr	The impacts of manipulating task complexity on EFL Learners’ Performance
title_full_unstemmed	The impacts of manipulating task complexity on EFL Learners’ Performance
title_sort	impacts of manipulating task complexity on efl learners’ performance
publisher	Penerbit UKM
publishDate	2012
url	http://journalarticle.ukm.my/5772/ http://journalarticle.ukm.my/5772/ http://journalarticle.ukm.my/5772/1/1356.pdf
first_indexed	2023-09-18T19:45:05Z
last_indexed	2023-09-18T19:45:05Z
_version_	1777405846520594432

The impacts of manipulating task complexity on EFL Learners’ Performance

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