The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production

Abstract

Previous studies on task repetition (TR) shed light on its role in enhancing L2 task performance. However, the role of TR in L2 writing remains unexplored, and past research has mainly focused on cognitive aspects, neglecting affective individual differences (IDs), such as anxiety and self-efficacy. This study investigates TR's impact on L2 writing self-efficacy, L2 writing anxiety, and L2 written production. A hundred L2 learners at a US university completed initial questionnaires about general L2 writing anxiety and self-efficacy. They performed a written argumentative task, repeating it three times at one-week intervals. Essays at four-time points were analyzed for syntactic complexity, accuracy, lexical complexity, and fluency (CALF), as well as content and organization, and triangulated with questionnaire data using linear mixed-effects modeling. The results showed that TR significantly increased writing self-efficacy over time. The relationship between writing anxiety and writing self-efficacy was non-linear; specifically, as writing anxiety increased, writing self-efficacy decreased, and vice versa. TR also enhanced lexical diversity (MTLD) over time. Increased self-efficacy positively influenced sub-clausal complexity (DC/T) but reduced writing fluency (WPM), while higher writing anxiety decreased lexical sophistication. Finally, TR and the growth of general writing anxiety and self-efficacy did not influence the development of content and organization scores.