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Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing

Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehen...

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Main Authors: Zhao, Ziming, Nimehchisalem, Vahid, Chan, Mei Yuit
Format: Article
Language:English
Published: Academy Publication 2024
Online Access:http://psasir.upm.edu.my/id/eprint/114347/1/114347.pdf
http://psasir.upm.edu.my/id/eprint/114347/
https://tpls.academypublication.com/index.php/tpls/article/view/8533
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spelling my.upm.eprints.1143472025-01-14T06:51:22Z http://psasir.upm.edu.my/id/eprint/114347/ Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing Zhao, Ziming Nimehchisalem, Vahid Chan, Mei Yuit Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehensive examination of the cognitive demands exerted by these two types of writing tasks and their effects on linguistic complexity outcomes among 35 Chinese EFL learners. Employing mixed methods involving learner self-ratings, expert judgments, and dual-task measures, the study revealed that, compared to the independent writing task, the integrated writing task places higher cognitive demands on students. In terms of written performance, participants demonstrated enhancements in lexical and syntactic complexity when responding to the integrated writing task, supporting Robinson’s Cognition Hypothesis (CH). These findings highlight the importance of understanding the cognitive load imposed by different types of writing tasks and offer implications for educators in the design and sequencing of writing tasks within Task-Based Language Teaching (TBLT) contexts. Academy Publication 2024 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/114347/1/114347.pdf Zhao, Ziming and Nimehchisalem, Vahid and Chan, Mei Yuit (2024) Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing. Theory and Practice in Language Studies, 14 (8). pp. 2606-2617. ISSN 1799-2591; eISSN: 2053-0692 https://tpls.academypublication.com/index.php/tpls/article/view/8533 10.17507/tpls.1408.33
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehensive examination of the cognitive demands exerted by these two types of writing tasks and their effects on linguistic complexity outcomes among 35 Chinese EFL learners. Employing mixed methods involving learner self-ratings, expert judgments, and dual-task measures, the study revealed that, compared to the independent writing task, the integrated writing task places higher cognitive demands on students. In terms of written performance, participants demonstrated enhancements in lexical and syntactic complexity when responding to the integrated writing task, supporting Robinson’s Cognition Hypothesis (CH). These findings highlight the importance of understanding the cognitive load imposed by different types of writing tasks and offer implications for educators in the design and sequencing of writing tasks within Task-Based Language Teaching (TBLT) contexts.
format Article
author Zhao, Ziming
Nimehchisalem, Vahid
Chan, Mei Yuit
spellingShingle Zhao, Ziming
Nimehchisalem, Vahid
Chan, Mei Yuit
Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
author_facet Zhao, Ziming
Nimehchisalem, Vahid
Chan, Mei Yuit
author_sort Zhao, Ziming
title Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
title_short Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
title_full Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
title_fullStr Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
title_full_unstemmed Independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in EFL writing
title_sort independent writing tasks vs. integrated writing tasks: the cognitive demands and their impacts on linguistic complexity in efl writing
publisher Academy Publication
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/114347/1/114347.pdf
http://psasir.upm.edu.my/id/eprint/114347/
https://tpls.academypublication.com/index.php/tpls/article/view/8533
_version_ 1823093128211464192
score 13.235796

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