EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE

Abstract While many studies have investigated the effect of task complexity on L2 writing, little has been reported effects intended manipulations task-generated cognitive demands in writing. This study, therefore, was designed to examine relative and students’ Two argumentative writing tasks were manipulated with varying numbers elements reasoning be distinguished either as a simple or complex task. Self-ratings dual-task methodology adopted validate complexity. Thirty-one learners, single-task group, asked complete two post-task questionnaire. Participants conditions (30 Experimental 1 31 2) required simultaneously primary secondary tasks. Results from self-ratings experiments supported efficacy manipulations.