The Role of Task Complexity and Task Motivation in Language Production

Abstract

This study investigates the relationship between the cognitive demands of task complexity and learners' motivation towards several tasks using task-based instruction during asynchronous computer-mediated communication (CMC) writing tasks. According to Robinson's Cognition Hypotheses (2001a, the production of language would be different when certain manipulation of task complexity was made. The tasks were manipulated following two variables from the Cognition Hypotheses, along resourcedirecting (+/-causal reasoning demand) and resource-dispersing (+/-task structure) dimensions. Eighty-eight undergraduate students from one of the technical universities in Malaysia were divided into four groups and assigned with a writing task. After the participants have completed the writing tasks, they were interviewed and asked to complete a questionnaire to gauge their motivation towards the tasks. Participants' written language production was coded and analyzed using syntactic and lexical complexity measures. Further analysis of the data was conducted using Multivariate Analysis of Variance (MANOVA) and correlational analysis. Analyses of the results showed that there is a correlation between task complexity and task motivation among learners. However, the correlation is only evident in lexical complexity production and no correlation was found for any of the syntactic complexity measures. This study is significant as it explores the roles of task complexity and task motivation in mediating the production of language. It also highlights how the manipulation of task complexity would encourage the production of the language in terms of its complexity.

Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language

“…management issues, timing, planning, assessment, facilities) played a significant role. In conclusion, planning courses and activities that students perceive as interesting and stimulating appears to play an important role in predicting the development of English skills, regardless of teachers' teaching abilities or empathy with their students (Masrom, Alwi and Daud, 2015). At the same time, teaching materials and methodology has been recognized as one of the key factors for success in ESP courses (González Ardeo, 2016), suggesting cooperative learning and similar strategies as means to enhance proficiency (Azizinezhad, Hashemi and Darvishi, 2013).…”

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“…Generally, a number of previous studies in the literature (Masrom et al, 2015;Munirah & Muhsin, 2015;Sarıçoban & Karakurt, 2016;Ulla & Winitkun, 2017) had reported positive results of a more active, engaged, and task-based classroom towards students' fluency, speaking motivation, and confidence in the use of the English language. For example, the work of Sabet et al (2014) showed that the task-based approach to teaching had a positive impact on learners' motivation.…”

“…For example, the work of Sabet et al (2014) showed that the task-based approach to teaching had a positive impact on learners' motivation. Likewise, Masrom et al (2015) also conducted a study on the role of task and motivation in language production. The study revealed that motivated learners who performed the task tend to produce lexically complex language than those who were not motivated in the task.…”

“…Additionally, the ability to communicate and to be understood in the English language through different language tasks is more emphasized in classrooms (Ahmad & Rao, 2013); hence, the use of different language tasks and various interactive activities in English as a Foreign Language (EFL) classrooms is prevalent. Some researchers (Masrom, Alwi, & Daud, 2015;Sabet, Tahriri, & Haghi 2014) believe that students' speaking fluency and confidence would improve if they were exposed to active, engaging, and collaborative language learning activities. Therefore, the present study is conducted to investigate the impact of task-based language activities on Thai students' attitudes towards improving their English-speaking skills.…”

Korean L2 speakers’ regulatory focus and oral task performance

“…Rather, language production is a complex process that reflects individual learners' cognitive and affective profiles (Aida 1994;Grigorenko et al 2000;Horwitz 1986;Hummel 2009;Kitano 2001;Roehr 2008;Skehan 2014). Within the category of affective factors, research has shown that motivation plays a role in diverse aspects of L2 performance and learning, including pragmatic competence (Takahashi 2015;Wyner and Cohen 2015), oral task performance (Dembovskaya 2009;Masrom et al 2015;Mozgalina 2015;Poupore 2015), oral interaction (Ma 2009), and writing (Kim and Kim 2016). While these studies showed that motivation and L2 performance are interrelated, due to their theoretical and methodological diversity, a clear understanding of the relationship between motivation types and L2 performance remains elusive.…”