Assessing the effects of task complexity on cognitive demands in L2 writing

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI:10.1016/j.asw.2025.100998

Na Tao , Ying Wang

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引用次数: 0

Abstract

The assessment of task-generated cognitive demands has been receiving increasing attention in task complexity research. However, scant attention has been paid to assessing cognitive demands when task complexity is manipulated along both resource-directing and resource-dispersing dimensions. To address this gap, the present study aimed to investigate the relative effects of reasoning demands and prior knowledge on cognitive demands in L2 writing. Eighty-eight EFL students completed two letter-writing tasks with varying reasoning demands under one of two conditions, that is, either with prior knowledge available or without prior knowledge available. Cognitive demands were assessed by the post-task questionnaire, the dual-task method and the open-ended questions. The results revealed that reasoning demands and prior knowledge were strong determinants of cognitive demands, which provided empirical evidence for Robinson’s Cognition Hypothesis. Moreover, the post-task questionnaire, the dual-task method and open-ended questions were found to assess distinct aspects of cognitive demands, which highlighted the importance of data triangulation in exploring task complexity effects. The study provides language teachers and assessors with implications for task design and implementation.

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评估任务复杂性对二语写作认知需求的影响

在任务复杂性研究中，任务生成认知需求的评估越来越受到关注。然而，当任务复杂性在资源导向和资源分散两个维度上被操纵时，很少有人关注对认知需求的评估。为了解决这一差距，本研究旨在探讨推理需求和先验知识对二语写作认知需求的相对影响。88名英语学生在两种条件下完成了两项具有不同推理要求的信函写作任务，即有先验知识和没有先验知识。采用任务后问卷、双任务法和开放式问题对认知需求进行评估。结果表明，推理需求和先验知识是认知需求的重要决定因素，为罗宾逊的认知假说提供了实证证据。此外，任务后问卷、双任务方法和开放式问题可以评估认知需求的不同方面，这突出了数据三角测量在探索任务复杂性效应中的重要性。本研究为语文教师及评核员设计及执行任务提供参考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.