The effect of graph complexity and planning on graph writing performance and descriptive strategies.
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| Title: | The effect of graph complexity and planning on graph writing performance and descriptive strategies. |
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| Authors: | Golparvar, Seyyed Ehsan1 segolparvar@ub.ac.ir, Azizsahra, Mahsa1 |
| Source: | Foreign Language Annals. Mar2023, Vol. 56 Issue 1, p117-143. 27p. |
| Subject Terms: | *English as a foreign language, *Syntax (Grammar), *Second language acquisition, Writing ability testing, Lexical grammar |
| Abstract: | The impact of task complexity on integrated writing performance is under‐researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety‐six EFL learners of English were assigned into three groups to examine the effect of three planning conditions, that is, pretask planning, within‐task planning, and no planning. Moreover, graph complexity, operationalized as the number of visual chunks in a graph, was the within‐subject variable. In general, there were some benefits of graph complexity for syntactic complexity and some planning benefits for fluency, accuracy, and lexical diversity. However, graph complexity had a negative impact on accuracy, and measures of lexical sophistication were not affected in any condition. On the graph description side, pretask planning and graph complexity had a positive impact on graph description strategies. The theoretical and pedagogical implications of these findings are discussed. The Challenge: The use of graph‐based writing tasks for second language learning and assessment is on the rise, posing new and unexplored questions. Can we extend the established theoretical frameworks of task complexity to capture task complexity in graph writing? If yes, how can graph complexity affect the linguistic and descriptive aspects of graph writing performance? [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The impact of task complexity on integrated writing performance is under‐researched. This study purports to investigate the effect of graph complexity and planning time on graph writing performance as well as graph description strategies. Ninety‐six EFL learners of English were assigned into three groups to examine the effect of three planning conditions, that is, pretask planning, within‐task planning, and no planning. Moreover, graph complexity, operationalized as the number of visual chunks in a graph, was the within‐subject variable. In general, there were some benefits of graph complexity for syntactic complexity and some planning benefits for fluency, accuracy, and lexical diversity. However, graph complexity had a negative impact on accuracy, and measures of lexical sophistication were not affected in any condition. On the graph description side, pretask planning and graph complexity had a positive impact on graph description strategies. The theoretical and pedagogical implications of these findings are discussed. The Challenge: The use of graph‐based writing tasks for second language learning and assessment is on the rise, posing new and unexplored questions. Can we extend the established theoretical frameworks of task complexity to capture task complexity in graph writing? If yes, how can graph complexity affect the linguistic and descriptive aspects of graph writing performance? [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0015718X |
| DOI: | 10.1111/flan.12676 |
