Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language

This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper-intermediate L2 learners wer...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Reading & writing Jg. 32; H. 3; S. 761 - 786
Hauptverfasser:	Rahimi, Muhammad, Zhang, Lawrence Jun
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.03.2019 Springer Springer Nature B.V
Schlagworte:	Accuracy Anxiety Beliefs Cognition Complex tasks Difficulty Level Education English (Second Language) English as a second language English as a second language learning English language Hypotheses Language and Literature Language attitudes Linguistics Literacy Motivation Neurology Persuasive Discourse Polls & surveys Psycholinguistics Questionnaires Reasoning Second Language Learning Second language writing Social Sciences Student Attitudes Student Motivation Subordination Subordination (Grammatical) Syntactic complexity Task complexity Writing Writing (Composition) Writing Apprehension Writing Assignments L2 writing production Cognition Hypothesis Anxiety Task complexity Motivational beliefs Trade-off Hypothesis
ISSN:	0922-4777, 1573-0905
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	This study explored the effects of increasing the number of elements and the degree of reasoning on second language (L2) writing and also examined the relationship between writing motivational beliefs and anxiety and L2 writing in simple versus complex tasks. Sixty upper-intermediate L2 learners were invited to write simple and complex argumentative essays and to complete a multidimensional writing motivational beliefs questionnaire and a writing anxiety questionnaire. Multiple measures were taken to detect the effects of increasing task complexity on learners’ L2 writing syntactic complexity and accuracy and the relationship between individual learner factors and each of the L2 writing measures in the simple and complex task. Results show that increasing task complexity result in increases in subordination use and simultaneous decreases in learners’ L2 writing accuracy. The role of motivation and anxiety is more evident in the complex task. These results are discussed with reference to the Cognition Hypothesis and the Trade-off Hypothesis, highlighting the necessity of employing multidimensional measures of motivation and anxiety.
Bibliographie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0922-4777 1573-0905
DOI:	10.1007/s11145-018-9887-9