Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks

The present study investigated the potential of writing in English as a foreign language (EFL) for learning by manipulating cognitive task complexity based on related models and hypotheses. essays written 59 Chinese postgraduate EFL students from different subject areas were analysed with reference to complexity, accuracy, fluency (CAF). Results showed that had no significant effect learners’ lexical but an influence their syntactic variation writing. Findings suggest could be feasible means promoting enhancing learning. Such findings might broaden our understanding relationship between context. interplay is also pedagogically relevant those who are interested appropriately sequencing tasks more effective teaching.