Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain

Abstract Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of proficiency and development in L2 writing. In doing so, 96 ESL learners performed written argumentative task versions with varying cognitive complexity in a counterbalanced fashion and then complete a task difficulty questionnaire. Afterward, they repeated the tasks in the opposite order at a one-week interval. The essays were analyzed using fine-grained syntactic complexity measures (reported by Lu’s L2 syntactic complexity analyzer, 2010). Linear mixed-effects models indicated significant main effects of task complexity and task repetition on different facets of syntactic complexity with robust effect sizes. However, no significant interaction effect between task complexity and task repetition was observed. These findings provide a reliable and accurate understanding of how syntactic complexity plays a role in the current accounts of connections between task features, implementation variables, and L2 writing task performance.