Impact of task repetition schedules and emotions on L2 writing performance profiles using latent transition analysis

Abstract

This study employed Latent Transition Analysis (LTA) to identify distinct L2 writing performance profiles based on CALF measures (Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency) and to examine the influence of emotional states under varying task repetition schedules. Participants included 270 ESL undergraduates in a U.S. university writing course, and they were randomly assigned to long-spaced, short-spaced, or massed repetition schedules. Each completed a persuasive writing task, followed by a questionnaire measuring anxiety and enjoyment. Results indicated that learners initially displayed similar performance levels but ultimately formed two profiles: Lower Performance and Higher Performance. Those in the long-spaced group were more likely to belong to the Higher Performance Profile, characterized by higher CALF measures, particularly in syntactic complexity, accuracy, and lexical complexity. Among the predictors—three types of task repetition schedules (long-spaced, short-spaced, and massed repetitions) and two task-related emotions (enjoyment and anxiety)—perceived enjoyment emerged as the strongest predictor of being classified into the Higher Performance Profile. These findings emphasize the importance of utilizing a person-centered approach to explore individual differences in L2 writing trajectories and suggest that carefully designed task repetition schedules and attention to emotional states can enhance writing performance.