The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing
Year: 2025
Type: article
Abstract: In this study, we investigated the extent to which task complexity impacted writing behaviors, associated cognitive activities, and resulting texts of second language (L2) users completing integrated tasks in collaborative writing contexts. The participants were 56 Chinese users of L2 English, with Common European Framework of Reference for Languages (CEFR) B2 and C1 proficiency. They were organized into 28 randomly assigned pairs. Each pair completed two reading-to-write tasks which varied in cognitive complexity. The simple task version required participants to summarize a single text, while the complex task version asked participants to write a summary by integrating information presented in three texts. Participants’ typing behaviors were recorded via keystroke logging software. Eight pairs were invited to stimulated recall interviews after the second task. A series of linear mixed-effects models found that the simple task version elicited higher speed fluency, longer and more frequent pauses, and improved linguistic complexity and functional adequacy. These findings, together with the stimulated recall comments, suggest that the simple task version reduced cognitive burden on text organization, freeing up resources for linguistic encoding.
Authors: Xin Rong, Andrea Révész
Institution: University College London
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,830
Award: G691070017
OpenAlex ID: W4411116126