Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance

System ◽  
2020 ◽  
Vol 93 ◽  
pp. 102297
Author(s):  
Mohammad Khatib ◽  
Mahsa Farahanynia
Keyword(s):  
Strategic Planning ◽  
Task Complexity ◽  
Cognitive Task ◽  
Task Type ◽  
Task Repetition ◽  
Oral Performance ◽  
Joint Planning ◽  
Planning Task ◽  
And Task

Investigating task and modality switching costs using bimodal stimuli

2012 ◽  
Vol 25 (0) ◽  
pp. 22
Author(s):  
Raj Sandhu ◽  
Ben Dyson
Keyword(s):  
Task Switching ◽  
Visual Stimulus ◽  
Switching Costs ◽  
Stimulus Presentation ◽  
Task Type ◽  
Task Repetition ◽  
Specific Combination ◽  
Task Change ◽  
Modality Switching ◽  
And Task

Investigations of concurrent task and modality switching effects have to date been studied under conditions of uni-modal stimulus presentation. As such, it is difficult to directly compare resultant task and modality switching effects, as the stimuli afford both tasks on each trial, but only one modality. The current study investigated task and modality switching using bi-modal stimulus presentation under various cue conditions: task and modality (double cue), either task or modality (single cue) or no cue. Participants responded to either the identity or the position of an audio–visual stimulus. Switching effects were defined as staying within a modality/task (repetition) or switching into a modality/task (change) from trial n − 1 to trial n, with analysis performed on trial n data. While task and modality switching costs were sub-additive across all conditions replicating previous data, modality switching effects were dependent on the modality being attended, and task switching effects were dependent on the task being performed. Specifically, visual responding and position responding revealed significant costs associated with modality and task switching, while auditory responding and identity responding revealed significant gains associated with modality and task switching. The effects interacted further, revealing that costs and gains associated with task and modality switching varying with the specific combination of modality and task type. The current study reconciles previous data by suggesting that efficiently processed modality/task information benefits from repetition while less efficiently processed information benefits from change due to less interference of preferred processing across consecutive trials.

Chapter 3. The effects of task repetition and task complexity on L2 lexicon use

2018 ◽  
pp. 75-96 ◽  
Author(s):  
YouJin Kim ◽  
Scott Crossley ◽  
YeonJoo Jung ◽  
Kristopher Kyle ◽  
Sanghee Kang
Keyword(s):  
Task Complexity ◽  
Task Repetition ◽  
And Task

Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use

2016 ◽  
Vol 21 (6) ◽  
pp. 681-698 ◽  
Author(s):  
Xuyan Qiu ◽  
Yuen Yi Lo
Keyword(s):  
Second Language ◽  
Affective Response ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Task Repetition ◽  
Oral Performance ◽  
Efl Learners ◽  
Oral Production ◽  
Content Familiarity ◽  
And Task

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners’ engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL) learners’ engagement in oral performance. Sixty EFL learners performed four narrative tasks with two familiar and two unfamiliar topics. They also repeated the same tasks to the same audience. Their oral production was analysed with various measures of behavioural and cognitive engagement. Stimulated recalls were collected from twenty-one participants to capture their emotional engagement. The participants were behaviourally and cognitively more engaged in tasks with familiar topics as well as having a more positive affective response to them. Repeating the tasks, however, negatively influenced behavioural and cognitive engagement, although the participants felt more relaxed and confident. In addition, the participants were more motivated to repeat unfamiliar topics, although they demonstrated more noticeable declines in their frequency of self-repair (an indicator of cognitive engagement) for these topics. These results provided empirical evidence for the relationship between task design and implementation factors and L2 task engagement. Teachers might base repetition decisions partially on learners’ familiarity with the topic.

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