Effects of reading-writing continuation task on the L3 writing emotions: the mediating role of cognitive load

This mixed-methods study investigates the effects of Reading-Writing Continuation Task (RWCT) on L3 Spanish learners’ writing emotions (enjoyment, anxiety, boredom) and the mediating role of cognitive load. Adopting Control-Value Theory, a quasi-experimental design was implemented with 298 Spanish learners from three Chinese universities. Participants were divided into experimental (RWCT intervention) and control (traditional writing) groups. Quantitative data from emotion and cognitive load scales revealed three key findings: RWCT significantly enhanced writing enjoyment and reduced writing boredom and anxiety. Cognitive load partially mediated the RWCT to learners’ writing emotions: Mental load and effort strengthened enjoyment and alleviated writing anxiety and boredom, with mental load exerting stronger effects on boredom reduction. The study advocates for integrating RWCT into L3 Spanish writing instruction, emphasising balanced cognitive demands to optimise learners’ emotional engagement.