期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：4
出版社：Brahmaputra Publishing House
摘要：Studies have widely investigated the effects of an increase in task complexity on L2 learners’ language productions. However, little has examined the effects of an increase in task complexity on L2 learners writing via wiki (Zailin, 2010; Zailin, Nik & Ainol, 2012). With respect to the prediction of Cognition Hypothesis (Robinson, 2001, 2005 & 2007), the current study aims to investigate the possible effects of an increase in task complexity variable (+/-reasoning demand) on L2 learners’ written productions. Thirty-seven (N=37) undergraduate engineering L2 learners doing English Course at University Malaysia Pahang were assigned into two different complex (+Reasoning demand) and simple (–Reasoning demand) tasks. Wiki a 2.0 web (Zailin et al. 2012) platform was introduced to learners where they could write their essays for one hour. The data was analyzed with regard to complexity, accuracy, and fluency. As predicted by the Cognition Hypothesis learners in complex task (+RD) produced more accurate though less fluent language. However, complexity was not affected. As a result, the current study partially supports the Cognition Hypothesis.
