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Effects of working memory and task type on syntactic complexity in EFL learners' writing.

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Title: Effects of working memory and task type on syntactic complexity in EFL learners' writing.
Authors: Jiang, Lei (AUTHOR), Abbuhl, Rebekha (AUTHOR), Fu, Yv (AUTHOR)
Source: IRAL: International Review of Applied Linguistics in Language Teaching. Nov2025, Vol. 63 Issue 4, p2695-2715. 21p.
Subjects: LINGUISTIC complexity, NATURAL language processing, LIMITED English-proficient students, SHORT-term memory, ACADEMIC discourse, ENGLISH language ability testing, CHINESE-speaking students
Abstract: This study investigated the predictive power of working memory and task type for syntactic complexity in EFL adult learners' academic writing. One hundred forty-eight Chinese adult students were recruited as participants. Their working memory was assessed with an operation span task, a set of digit span tasks, and a symmetry span task. The syntactic complexity of their written products from two different TOEFL iBT writing tasks, an integrated writing task and an independent writing task, was measured using a natural language processing tool. Results showed a significant positive association between operation span and coordination in the students' written products. In addition, a significant difference was found between the integrated task and the independent task with respect to phrasal complexity, with the integrated task eliciting more complex nominals per clause than the independent task. No significant effects were identified for other components of working memory or other measures of syntactic complexity. [ABSTRACT FROM AUTHOR]
Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of working memory and task type on syntactic complexity in EFL learners' writing.
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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Jiang%2C+Lei%22">Jiang, Lei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Abbuhl%2C+Rebekha%22">Abbuhl, Rebekha</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fu%2C+Yv%22">Fu, Yv</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22IRAL%3A+International+Review+of+Applied+Linguistics+in+Language+Teaching%22">IRAL: International Review of Applied Linguistics in Language Teaching</searchLink>. Nov2025, Vol. 63 Issue 4, p2695-2715. 21p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22LINGUISTIC+complexity%22">LINGUISTIC complexity</searchLink><br /><searchLink fieldCode="DE" term="%22NATURAL+language+processing%22">NATURAL language processing</searchLink><br /><searchLink fieldCode="DE" term="%22LIMITED+English-proficient+students%22">LIMITED English-proficient students</searchLink><br /><searchLink fieldCode="DE" term="%22SHORT-term+memory%22">SHORT-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22ACADEMIC+discourse%22">ACADEMIC discourse</searchLink><br /><searchLink fieldCode="DE" term="%22ENGLISH+language+ability+testing%22">ENGLISH language ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22CHINESE-speaking+students%22">CHINESE-speaking students</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the predictive power of working memory and task type for syntactic complexity in EFL adult learners' academic writing. One hundred forty-eight Chinese adult students were recruited as participants. Their working memory was assessed with an operation span task, a set of digit span tasks, and a symmetry span task. The syntactic complexity of their written products from two different TOEFL iBT writing tasks, an integrated writing task and an independent writing task, was measured using a natural language processing tool. Results showed a significant positive association between operation span and coordination in the students' written products. In addition, a significant difference was found between the integrated task and the independent task with respect to phrasal complexity, with the integrated task eliciting more complex nominals per clause than the independent task. No significant effects were identified for other components of working memory or other measures of syntactic complexity. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1515/iral-2023-0160
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      – Code: eng
        Text: English
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      – SubjectFull: LINGUISTIC complexity
        Type: general
      – SubjectFull: NATURAL language processing
        Type: general
      – SubjectFull: LIMITED English-proficient students
        Type: general
      – SubjectFull: SHORT-term memory
        Type: general
      – SubjectFull: ACADEMIC discourse
        Type: general
      – SubjectFull: ENGLISH language ability testing
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      – SubjectFull: CHINESE-speaking students
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      – TitleFull: Effects of working memory and task type on syntactic complexity in EFL learners' writing.
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            NameFull: Jiang, Lei
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            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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