This study investigated the effects of task complexity on the lexical complexity of second
language (L2) learners' written production. Fifty-eight L2 English learners completed simple …

The interactions among cognitive, affective, and linguistic factors have received scant
attention in task‐based writing research. To address this gap, this study aims to examine the …

This study examines the extent to which verb argument construction (VAC) based indices of
syntactic complexity could predict four different writing task conditions: a simple task with no …

In the literature on task-based language teaching (TBLT), task repetition and task rehearsal
have frequently been used interchangeably. However, this distinction, identified as …

Though many studies have been conducted on written language task complexity, much
remains to be explored about its relationship with writers' fluency. In this study, we examined …

Task repetition and task rehearsal are often considered synonymous within the task-based
language teaching (TBLT) domain. However, they are conceptually different, emphasizing …

This study investigates how task complexity affects native speakers' and second language
(L2) learners', and experts' perceptions of task difficulty in writing tasks. It also explores how …

This study investigates trajectories of L2 development in writing in two genres over multiple
time points in a semester-long ESL writing program. Conceptually replicating previous …

This study explored the relationship between task complexity, textual emotionality, and
linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners …

Applying the task‐based language teaching (TBLT) approach to L2 writing research has
expanded to include learners' affective factors and their potential impact on L2 production …