The Effects of Cognitive Task Complexity on Learners’ Performance

Sanajoo, Nasrin

doi:10.11648/j.ijll.20160405.11

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…Objective task complexity comprises code complexity, such as syntactic and lexical demands constituted by the writing task, cognitive complexity, like the mental processing demanded by the task, including the availability of relevant knowledge, and communicative stress generated, for example, by the number of participants involved and criteria for correctness used to assess the performance (Candlin, 1987: p. 10). Similar distinctions can be found in other studies, such as Brindley (1987), Nunan (1993), Mangos and Steele-Johnson (2001), or Sanajoo and Asadi (2016), all indicating that task complexity, in general, can be determined by analyzing the task into features that supposedly generate difficulty.…”

Section: Conceptualising Task Difficultysupporting

confidence: 84%

Errors as indicators of writing task difficulty at the Slovene general matura in English

Dobric

Sigott

Ilc

et al. 2021

Int J App Linguistics

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Task difficulty is an important but complex phenomenon in Applied Linguistics, for which there is relatively little empirical research. This article discusses approaches to defining task difficulty and focuses on objective task difficulty derived from ratings of performances and on difficulty derived from an error count in the performances, thus taking errors as indicators of writing task difficulty. Errors are described in terms of the Scope-Substance error taxonomy in writing performances from the Slovene General Matura examination in English. The most frequent errors are located at word and phrase level. Generally, error frequency decreases as writing proficiency increases, but some error types do not conform to this trend. This is the case for punctuation errors, which gain prominence at higher levels of mastery. The results of this study are relevant for assessment, particularly for rating scale development or revision, and for rater training. They are equally relevant for teaching, since knowing sources of difficulty in tasks is a prerequisite for effective pedagogical action. More generally, if applied to performances based on a wider range of tasks, viewing errors as indicators of difficulty can lead to a better understanding of difficulty-generating task features.

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Section: Conceptualising Task Difficultysupporting

confidence: 84%

Errors as indicators of writing task difficulty at the Slovene general matura in English

Dobric

Sigott

Ilc

et al. 2021

Int J App Linguistics

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“…Metacognition had a strong and good impact on children's reading awareness and comprehension. Independent language learning necessitated the acquisition of metacognitive knowledge [59]. Building learners' autonomy at various phases of language learning is vital for improving their good points in second language learning and controlling their weak points in activities.…”

Section: Discussionmentioning

confidence: 99%

Transformation through Metacognition

Ayaz,

Naeem Butt,

Jawerya Ayaz

2024

Metacognition in Learning - New Perspectives

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Meta-coginition is result-oriented process that refreshes and involves cognitive processes. Meta-coginition is a process, which involves fruitful knowledge not only about different processes of cognition but also how to use and regulate these processes for result-oriented outcomes; especially, in the processes of learning. This chapter highlights transformation and motivation through awareness and application of meta-cognition. This chapter introduces meta-cognition, the value of metacognitive awareness, and how it can be used to improve students’ learning and their academic performance. It further opens the doors for the study of the elements of meta-cognition; moreover, it focuses on the effects of meta-cognition on learning. This chapter recommends awareness and the use of meta-cognition in education as it enables the learners to think big. In order to meet the student’s needs for meta-cognitive support in learning, this chapter also recommends an interdisciplinary course on educational psychology at different levels of education. In addition, research studies on meta-cognition, its awareness, and its effects especially in the context of developing countries are recommended.

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“…This construct is measured by time and commitment. The cognitive construct describes the learner's mental input and conceptual knowledge during class activities (Sanajoo, 2016). Therefore, the learner's attention and self-determination are a few components of cognitive engagement (Philp & Duchesne, 2016).…”

Section: Task Engagementmentioning

confidence: 99%

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Alshenqeeti¹,

Alrahaili²

2020

AWEJ

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Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants' reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners' language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

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The Effects of Cognitive Task Complexity on Learners’ Performance

Cited by 3 publications

References 27 publications

Errors as indicators of writing task difficulty at the Slovene general matura in English

Errors as indicators of writing task difficulty at the Slovene general matura in English

Transformation through Metacognition

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

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