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The Differential Effects of Two Types of Task Repetition on the Complexity, Accuracy, and Fluency in Computer-Mediated L2 Written Production: A Focus on Computer Anxiety

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Title: The Differential Effects of Two Types of Task Repetition on the Complexity, Accuracy, and Fluency in Computer-Mediated L2 Written Production: A Focus on Computer Anxiety
Language: English
Authors: Amiryousefi, Mohammad
Source: Computer Assisted Language Learning. 2016 29(5):1050-1066.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, Task Analysis, Language Fluency, Anxiety, Computer Attitudes, Rating Scales, Student Attitudes, Accuracy, English (Second Language), Computer Mediated Communication, Pretests Posttests, Foreign Countries, Oral Language, Correlation, Writing (Composition), Statistical Analysis, Measures (Individuals), Educational Benefits, Teaching Methods, Comparative Analysis
Geographic Terms: Iran
Assessment and Survey Identifiers: Computer Anxiety Scale
DOI: 10.1080/09588221.2016.1170040
ISSN: 0958-8221
Abstract: Previous task repetition studies have primarily focused on how task repetition characteristics affect the complexity, accuracy, and fluency in L2 oral production with little attention to L2 written production. The main purpose of the study reported in this paper was to examine the effects of task repetition versus procedural repetition on the complexity, accuracy, and fluency (henceforth CAF) in low--intermediate English as a foreign language (EFL) learners' task-based, computer-mediated L2 written production. A secondary purpose was to examine the relationship between computer anxiety and EFL learners' development of CAF in L2 writing. The study employed a pretest-posttest design with 70 EFL learners from a language learning institution in Iran. The participants were randomly assigned to one of two groups: task repetition or procedural repetition. The task repetition group repeated the same task procedure with the exact same content five times, whereas the procedural repetition group repeated the same task procedure with different content. The participants were also asked to complete the Computer Anxiety Rating Scale to measure their computer anxiety. The results revealed the following: (1) the beneficial effects of both tasks on the participants' L2 written production, (2) the differential effects of task repetition on the participants' writing CAF when compared with procedural repetition, and (3) no statistically significant relationship between computer anxiety and the participants' development of CAF in task-based, computer-mediated L2 written production. Implications are discussed, and avenues for future research are outlined.
Abstractor: As Provided
Number of References: 49
Entry Date: 2016
Accession Number: EJ1100924
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 10.1080/09588221.2016.1170040
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  Data: 0958-8221
– Name: Abstract
  Label: Abstract
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  Data: Previous task repetition studies have primarily focused on how task repetition characteristics affect the complexity, accuracy, and fluency in L2 oral production with little attention to L2 written production. The main purpose of the study reported in this paper was to examine the effects of task repetition versus procedural repetition on the complexity, accuracy, and fluency (henceforth CAF) in low--intermediate English as a foreign language (EFL) learners' task-based, computer-mediated L2 written production. A secondary purpose was to examine the relationship between computer anxiety and EFL learners' development of CAF in L2 writing. The study employed a pretest-posttest design with 70 EFL learners from a language learning institution in Iran. The participants were randomly assigned to one of two groups: task repetition or procedural repetition. The task repetition group repeated the same task procedure with the exact same content five times, whereas the procedural repetition group repeated the same task procedure with different content. The participants were also asked to complete the Computer Anxiety Rating Scale to measure their computer anxiety. The results revealed the following: (1) the beneficial effects of both tasks on the participants' L2 written production, (2) the differential effects of task repetition on the participants' writing CAF when compared with procedural repetition, and (3) no statistically significant relationship between computer anxiety and the participants' development of CAF in task-based, computer-mediated L2 written production. Implications are discussed, and avenues for future research are outlined.
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