In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands of the task), task conditions (i.e. features of tasks which are determined by the situational setting and conditions in which they take place), and task difficulty (i.e. learners' perceptions of the demands made by the task and the resources that learners bring to the task). After presentation of Robinson's cognitive task complexity model, there has been a great deal of research which has investigated the influences of the components of this model on the three dimensions of performance including accuracy, fluency, and complexity. The present paper is a brief review of the studies that have been conducted in this respect.
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