A Study on the Influence of Task Complexity on Interactive Discourse Behavior and Engagement in L2 Peer Collaborative Writing
Keywords:
peer interaction, l2 collaborative writing, interactive discourse behavior, engagement, task complexity
Abstract
This study takes 36 Chinese foreign language learners as the research subjects, and examines the influence of task complexity on their interactive discourse behavior (brief feedback, collaborative contribution, cooperative co-construction) and engagement (cognitive engagement, affective engagement, social engagement) in L2 peer collaborative writing. The findings indicate that: (i)Task complexity significantly affects brief feedback and collaborative contribution, but not cooperative co-construction. Specifically, the simple task obviously generates more brief feedback and collaborative contribution; (ii) Task complexity significantly affects learners’ cognitive and affective engagement, but not social engagement. Specifically, learners obviously demonstrated higher cognitive and affective engagement in the simple task. This study demonstrated the impact of task complexity on L2 peer interaction performance in the process of cooperative writing from both macro and micro levels, with the aim of providing insights for the practice and research of foreign language interactive teaching.
References
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Alemdag, E. (2023). Development of two scales measuring task value of peer feedback provision and reception for pre-service teachers. Journal of Psychoeducational Assessment, 41(1), 63–87. https://doi.org/10.1177/07342829221143500
Aline, D., & Hosoda, Y. (2021). Deployment of the formulaic utterance "how about (similar to)" in task-based second language classroom discussions. Intercultural Pragmatics, 18(4), 425–446. https://doi.org/10.1515/ip-2021-0032
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156–171. https://doi.org/10.1093/applin/5.2.156
Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59–86. https://doi.org/10.14746/ssllt.2022.12.1.3
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209–239). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.45
Beltrán-Planques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80–90. https://doi.org/10.1016/j.system.2018.02.008
Bravo, R., Catalán, S., & Pina, J. M. (2018). Analysing teamwork in higher education: An empirical study on the antecedents and consequences of team cohesiveness. Studies in Higher Education, 44(7), 1153–1165. https://doi.org/10.1080/03075079.2018.1434613
Cekaite, A., & Ann-Carita, E. (2019). Stance and footing in multilingual play: Rescaling practices and heritage language use in a Swedish preschool. Journal of Pragmatics, 140, 127–140. https://doi.org/10.1016/j.pragma.2018.11.015
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. Alcon Soler & M. P. Safont Jorda (Eds.), Intercultural language use and language learning (pp. 41–57). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-5639-0_3
Chen, T. H. (2022). The effects of task complexity on L2 English rapport-building, language use and its relationship with paired speaking test task performance. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2021-0199
Chen, W. T., & Ren, W. (2022). Educating L2 learners about collaborative writing: Exploring the relationship between knowledge of collaborative writing and writing products. Language Awareness, 31(3), 371–391. https://doi.org/10.1080/09658416.2022.2082473
Chiu, E. F. Y., Chen, Y. S., & Tai, H. Y. (2022). Investigations into EFL students' pragmatic and grammatical awareness through peer collaboration. Sustainability, (17), 1–12.
Cho, M. (2018). Task complexity and modality: Exploring learners' experience from the perspective of flow. Modern Language Journal, (1), 162–180.
Cho, M. (2019). The effects of prompts on L2 writing performance and engagement. Foreign Language Annals, (3), 576–594.
Costa, C., Roe, A., & Taillieu, T. (2001). Trust within teams: The relation with performance effectiveness. European Journal of Work and Organizational Psychology, 10(3), 225–244.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners' engagement in peer interaction. International Journal of Educational Research, 88, 60–72.
Dao, P., Nguyen, X., Duong, P., & Tran-Thanh, V. (2021). Learners’ engagement in L2 computer-mediated interaction: Chat mode, interlocutor familiarity, and text quality. The Modern Language Journal, 105, 767–791.
Deng, M. (2014). The influence of different tasks on meaning negotiation in high school task-based English classroom (Doctoral dissertation). Gannan Normal University.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10.
Dobrikova, K. (2019). Communication and behaviour: Speech act. In Z. Marina Viktorovna (Ed.), Journalistic text in a new technological environment: Achievements and problems, vol 66 (European Proceedings of Social and Behavioural Sciences, pp. 594–603). Future Academy.
Fan, Y., & Xu, J. (2021). The influence of peer familiarity on learners' engagement in peer interaction. Foreign Languages and Foreign Language Teaching, (2), 82–91. [In Chinese].
Gan, M. J. S., & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity, and feedback levels during an investigative task. Instructional Science, 42(6), 861–878.
Hackman, J. R. (1983). A normative model of work team effectiveness (Technical Report No. 2). New Haven, CT: Yale School of Organization and Management.
Hall, J. K., & Pekarek-Doehler, S. (2011). L2 interactional competence and development. In J. K. Hall, J. Hellermann, & S. Pekarek-Doehler (Eds.), L2 interactional competence and development (pp. 1–15). Bristol: Multilingual Matters.
He, A. W., & Young, R. (1998). Language proficiency interviews: A discourse approach. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 1–24). Amsterdam: John Benjamins Publishing Company.
Hsu, H. C. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System. https://doi.org/10.1016/j.system.2020.102328
Kadriye, A., & İsmail, H. E. (2021). Collaborative action pursuits within EFL task-based peer interactions. Journal of Qualitative Research in Education, (27).
Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 1–9). Cambridge: Cambridge University Press.
Kibler, A. (2017). Peer interaction and learning in multilingual settings from a sociocultural perspective: Theoretical insights. International Multilingual Research Journal, 11(3), 199–203.
Kikas, E., Silinskas, G., & Härma, E. (2023). Topic- and learning-related predictors of deep-level learning strategies. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00766-6
Kim, Y., & Taguchi, N. (2016). Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42–57.
Lam, D. (2021). Don’t turn a deaf ear: A case for assessing interactive listening. Applied Linguistics, (4), 740–764.
Lambert, C., Philp, J., & Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 665–680.
Lee, J. (2020). Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing, 50.
Li, Z., & Ren, W. (2020). Complex system construction in the study of second language pragmatic development. Foreign Languages, (03), 46–54. [In Chinese].
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
Lqassab, M., Strijbos, J. W., & Ufer, S. (2018). Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels. European Journal of Psychology of Education, 33(1), 11–30.
McNamara, T. (1997). ‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 18, 446–466.
Murphy, S., Joffe, V., & Torgerson, D. (2021). Evaluating 'Enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS): A feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, (1), 1–10.
Payant, C., & Reagan, D. (2023). Engaging lower proficiency learners of Spanish in collaborative writing tasks. Spanish Journal of Applied Linguistics, 36(2), 643–671.
Phan, H. L. T., & Dao, P. (2023). Engagement in collaborative writing: Exploring learners' control of task content and text quality. International Journal of Applied Linguistics, (2), 242–259.
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72.
Qiu, X. (2022). Revisiting the cognition hypothesis: The impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2142245
Qiu, X., & Cheng, H. (2021). The effects of task types on L2 oral production and learner engagement. IRAL - International Review of Applied Linguistics in Language Teaching.
Ren, W., Peng, Y. C., & Wu, Y. M. (2023). The influence of task complexity and task modality on learners' topic and turn management. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0040
Ren, W., Wu, Y. M., & Peng, Y. C. (2023). Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners' self-repair in synchronous online interaction. Language Teaching Research. https://doi.org/10.1177/13621688231176066
Ren, W., Wu, Y., & Peng, Y. (2022). The impact of task complexity and sequence on Chinese students' interactive listening in English. Foreign Languages and Foreign Language Teaching, (04), 99–110+149. [In Chinese].
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, (1), 27–57.
Robinson, P. (2011). Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis on language learning and performance (pp. 1–35). Amsterdam: John Benjamins.
Robinson, P. (2015). The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. Amsterdam: John Benjamins.
Sasayama, S., & Izumi, S. (2012). Effects of task complexity and pre-task planning on EFL learners’ oral production. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 23–42). Amsterdam: John Benjamins.
Schulze, C., & Saalbach, H. (2022). Socio-cognitive engagement (but not socioeconomic status) predicts preschool children’s language and pragmatic abilities. Journal of Child Language, 49(4), 839–849.
Skehan, P. (2015). Limited attentional capacity and cognition: Two hypotheses regarding second language performance on tasks. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis on language learning and performance (pp. 211–230). Amsterdam: John Benjamins.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.
Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, (1), 31–48.
Su, F., & Chen, Z. (2022). The influence of task complexity on language complexity in foreign language writing. Journal of Ludong University (Philosophy and Social Science), 39(06), 77–83. [In Chinese].
Sun, F. R., Pan, L. F., Wan, R. G., Li, H., & Wu, S. J. (2018). Detecting the effect of student engagement in an SVVR school-based course on higher-level competence development in elementary schools by SEM. Interactive Learning Environments, 29(1), 3–16.
Tabari, M. A., Bui, G., & Wang, Y. Z. (2024). The effects of topic familiarity on emotionality and linguistic complexity in EAP writing. Language Teaching Research, 28(4), 1616–1634.
Van Dijk, D., & Kluger, A. N. (2011). Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective. Journal of Organizational Behavior, 32(8), 1084–1105.
VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12, 287–301.
Vo, Y. (2018). Effects of integrated and independent speaking tasks on learners' interactional performance (Doctoral dissertation). Minnesota State University.
Wang, Y., & Chen, C. (2020). Task complexity and the use of mother tongue in group/pair cooperative tasks: From the perspective of sociocultural theory. Journal of PLA Foreign Language and Chinese University, 43(06), 106–114+158. [In Chinese].
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
Williams, E. A., Duray, R., & Venkateshwar, R. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592–616.
Wu, Y., & Ren, W. (2024). The influence of task complexity on second language learners' engagement in interactive tasks. Frontiers of Foreign Language Teaching and Research, (01), 60–67+92. [In Chinese].
Xu, J. F., Fan, Y. M., & Xu, Q. T. (2019). EFL learners' corrective feedback decision-making in task-based peer interaction. Language Awareness, (4), 329–347.
Zabihi, R., & Ghahramanzadeh, B. (2022). Proficiency pairing and engagement with language in L2 peer interaction. System. https://doi.org/10.1016/j.system.2022.102556
Zhang, B. (2021). Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement. Sage Open. https://doi.org/10.1177/1362168821105404
Alemdag, E. (2023). Development of two scales measuring task value of peer feedback provision and reception for pre-service teachers. Journal of Psychoeducational Assessment, 41(1), 63–87. https://doi.org/10.1177/07342829221143500
Aline, D., & Hosoda, Y. (2021). Deployment of the formulaic utterance "how about (similar to)" in task-based second language classroom discussions. Intercultural Pragmatics, 18(4), 425–446. https://doi.org/10.1515/ip-2021-0032
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156–171. https://doi.org/10.1093/applin/5.2.156
Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59–86. https://doi.org/10.14746/ssllt.2022.12.1.3
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209–239). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.45
Beltrán-Planques, V., & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 80–90. https://doi.org/10.1016/j.system.2018.02.008
Bravo, R., Catalán, S., & Pina, J. M. (2018). Analysing teamwork in higher education: An empirical study on the antecedents and consequences of team cohesiveness. Studies in Higher Education, 44(7), 1153–1165. https://doi.org/10.1080/03075079.2018.1434613
Cekaite, A., & Ann-Carita, E. (2019). Stance and footing in multilingual play: Rescaling practices and heritage language use in a Swedish preschool. Journal of Pragmatics, 140, 127–140. https://doi.org/10.1016/j.pragma.2018.11.015
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. In E. Alcon Soler & M. P. Safont Jorda (Eds.), Intercultural language use and language learning (pp. 41–57). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-5639-0_3
Chen, T. H. (2022). The effects of task complexity on L2 English rapport-building, language use and its relationship with paired speaking test task performance. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2021-0199
Chen, W. T., & Ren, W. (2022). Educating L2 learners about collaborative writing: Exploring the relationship between knowledge of collaborative writing and writing products. Language Awareness, 31(3), 371–391. https://doi.org/10.1080/09658416.2022.2082473
Chiu, E. F. Y., Chen, Y. S., & Tai, H. Y. (2022). Investigations into EFL students' pragmatic and grammatical awareness through peer collaboration. Sustainability, (17), 1–12.
Cho, M. (2018). Task complexity and modality: Exploring learners' experience from the perspective of flow. Modern Language Journal, (1), 162–180.
Cho, M. (2019). The effects of prompts on L2 writing performance and engagement. Foreign Language Annals, (3), 576–594.
Costa, C., Roe, A., & Taillieu, T. (2001). Trust within teams: The relation with performance effectiveness. European Journal of Work and Organizational Psychology, 10(3), 225–244.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners' engagement in peer interaction. International Journal of Educational Research, 88, 60–72.
Dao, P., Nguyen, X., Duong, P., & Tran-Thanh, V. (2021). Learners’ engagement in L2 computer-mediated interaction: Chat mode, interlocutor familiarity, and text quality. The Modern Language Journal, 105, 767–791.
Deng, M. (2014). The influence of different tasks on meaning negotiation in high school task-based English classroom (Doctoral dissertation). Gannan Normal University.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10.
Dobrikova, K. (2019). Communication and behaviour: Speech act. In Z. Marina Viktorovna (Ed.), Journalistic text in a new technological environment: Achievements and problems, vol 66 (European Proceedings of Social and Behavioural Sciences, pp. 594–603). Future Academy.
Fan, Y., & Xu, J. (2021). The influence of peer familiarity on learners' engagement in peer interaction. Foreign Languages and Foreign Language Teaching, (2), 82–91. [In Chinese].
Gan, M. J. S., & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity, and feedback levels during an investigative task. Instructional Science, 42(6), 861–878.
Hackman, J. R. (1983). A normative model of work team effectiveness (Technical Report No. 2). New Haven, CT: Yale School of Organization and Management.
Hall, J. K., & Pekarek-Doehler, S. (2011). L2 interactional competence and development. In J. K. Hall, J. Hellermann, & S. Pekarek-Doehler (Eds.), L2 interactional competence and development (pp. 1–15). Bristol: Multilingual Matters.
He, A. W., & Young, R. (1998). Language proficiency interviews: A discourse approach. In R. Young & A. W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 1–24). Amsterdam: John Benjamins Publishing Company.
Hsu, H. C. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System. https://doi.org/10.1016/j.system.2020.102328
Kadriye, A., & İsmail, H. E. (2021). Collaborative action pursuits within EFL task-based peer interactions. Journal of Qualitative Research in Education, (27).
Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 1–9). Cambridge: Cambridge University Press.
Kibler, A. (2017). Peer interaction and learning in multilingual settings from a sociocultural perspective: Theoretical insights. International Multilingual Research Journal, 11(3), 199–203.
Kikas, E., Silinskas, G., & Härma, E. (2023). Topic- and learning-related predictors of deep-level learning strategies. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00766-6
Kim, Y., & Taguchi, N. (2016). Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42–57.
Lam, D. (2021). Don’t turn a deaf ear: A case for assessing interactive listening. Applied Linguistics, (4), 740–764.
Lambert, C., Philp, J., & Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 665–680.
Lee, J. (2020). Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing, 50.
Li, Z., & Ren, W. (2020). Complex system construction in the study of second language pragmatic development. Foreign Languages, (03), 46–54. [In Chinese].
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
Lqassab, M., Strijbos, J. W., & Ufer, S. (2018). Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels. European Journal of Psychology of Education, 33(1), 11–30.
McNamara, T. (1997). ‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 18, 446–466.
Murphy, S., Joffe, V., & Torgerson, D. (2021). Evaluating 'Enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS): A feasibility cluster-randomised controlled trial. Pilot and Feasibility Studies, (1), 1–10.
Payant, C., & Reagan, D. (2023). Engaging lower proficiency learners of Spanish in collaborative writing tasks. Spanish Journal of Applied Linguistics, 36(2), 643–671.
Phan, H. L. T., & Dao, P. (2023). Engagement in collaborative writing: Exploring learners' control of task content and text quality. International Journal of Applied Linguistics, (2), 242–259.
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72.
Qiu, X. (2022). Revisiting the cognition hypothesis: The impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2142245
Qiu, X., & Cheng, H. (2021). The effects of task types on L2 oral production and learner engagement. IRAL - International Review of Applied Linguistics in Language Teaching.
Ren, W., Peng, Y. C., & Wu, Y. M. (2023). The influence of task complexity and task modality on learners' topic and turn management. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0040
Ren, W., Wu, Y. M., & Peng, Y. C. (2023). Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners' self-repair in synchronous online interaction. Language Teaching Research. https://doi.org/10.1177/13621688231176066
Ren, W., Wu, Y., & Peng, Y. (2022). The impact of task complexity and sequence on Chinese students' interactive listening in English. Foreign Languages and Foreign Language Teaching, (04), 99–110+149. [In Chinese].
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, (1), 27–57.
Robinson, P. (2011). Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis on language learning and performance (pp. 1–35). Amsterdam: John Benjamins.
Robinson, P. (2015). The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. Amsterdam: John Benjamins.
Sasayama, S., & Izumi, S. (2012). Effects of task complexity and pre-task planning on EFL learners’ oral production. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 23–42). Amsterdam: John Benjamins.
Schulze, C., & Saalbach, H. (2022). Socio-cognitive engagement (but not socioeconomic status) predicts preschool children’s language and pragmatic abilities. Journal of Child Language, 49(4), 839–849.
Skehan, P. (2015). Limited attentional capacity and cognition: Two hypotheses regarding second language performance on tasks. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis on language learning and performance (pp. 211–230). Amsterdam: John Benjamins.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.
Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, (1), 31–48.
Su, F., & Chen, Z. (2022). The influence of task complexity on language complexity in foreign language writing. Journal of Ludong University (Philosophy and Social Science), 39(06), 77–83. [In Chinese].
Sun, F. R., Pan, L. F., Wan, R. G., Li, H., & Wu, S. J. (2018). Detecting the effect of student engagement in an SVVR school-based course on higher-level competence development in elementary schools by SEM. Interactive Learning Environments, 29(1), 3–16.
Tabari, M. A., Bui, G., & Wang, Y. Z. (2024). The effects of topic familiarity on emotionality and linguistic complexity in EAP writing. Language Teaching Research, 28(4), 1616–1634.
Van Dijk, D., & Kluger, A. N. (2011). Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective. Journal of Organizational Behavior, 32(8), 1084–1105.
VanPatten, B. (1990). Attending to form and content in the input. Studies in Second Language Acquisition, 12, 287–301.
Vo, Y. (2018). Effects of integrated and independent speaking tasks on learners' interactional performance (Doctoral dissertation). Minnesota State University.
Wang, Y., & Chen, C. (2020). Task complexity and the use of mother tongue in group/pair cooperative tasks: From the perspective of sociocultural theory. Journal of PLA Foreign Language and Chinese University, 43(06), 106–114+158. [In Chinese].
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
Williams, E. A., Duray, R., & Venkateshwar, R. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592–616.
Wu, Y., & Ren, W. (2024). The influence of task complexity on second language learners' engagement in interactive tasks. Frontiers of Foreign Language Teaching and Research, (01), 60–67+92. [In Chinese].
Xu, J. F., Fan, Y. M., & Xu, Q. T. (2019). EFL learners' corrective feedback decision-making in task-based peer interaction. Language Awareness, (4), 329–347.
Zabihi, R., & Ghahramanzadeh, B. (2022). Proficiency pairing and engagement with language in L2 peer interaction. System. https://doi.org/10.1016/j.system.2022.102556
Zhang, B. (2021). Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement. Sage Open. https://doi.org/10.1177/1362168821105404
Published
2025-01-01
How to Cite
Hang, D. (2025, January 1). A Study on the Influence of Task Complexity on Interactive Discourse Behavior and Engagement in L2 Peer Collaborative Writing. International Linguistics Research, 7(3), p79. https://doi.org/https://doi.org/10.30560/ilr.v7n3p79
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