EFFECTS OF TASK COMPLEXITY ON CHINESE EFL WRITING

Hui Liu

DOI: 10.26480/ess.02.2021.77.80

ABSTRACT
The current study explores the effects of task complexity on senior high school students’ writing performance. The participants were 60 Chinese senior high school EFL students. The variable of task complexity is based on the combination of reasoning demands and prior knowledge aspects and the writing performance is measured by syntactic complexity. The results show that the participants produced more complex syntactic structures in task with higher complexity. Meanwhile, the participants’ perception of task complexity can influence the production of writing.

KEYWORDS
Task Complexity, EFL Writing, Syntactic Complexity.

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12 June 2018
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EDUCATION, SUSTAINABILITY AND SOCIETY (ESS) has been successfully Publish with first issue 2018. Congratulations to all the editorial team!

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