Effects of Task Complexity on Developing University Students’ L2 Writing through Synchronous CMC

• Published in: 영어학 Vol. 21; pp. 1272 - 1293
• Main Authors: An, Yearin, Chung Hyun Lee
• Format: Journal Article
• Language: English
• Published: 한국영어학회 2021
• Subjects: 영어와문학; synchronous computer-mediated communication; L2 writing; task complexity
• ISSN: 1598-1398; 2586-7474
• DOI: 10.15738/kjell.21..202112.1272

Much attention has been focused on integrating technology into task-based language teaching in L2 writing due to the gradual increases using computer-mediated communication (CMC). However, what is essential in CMC settings is the selection of appropriate tasks. When designing tasks, one critical question relates to the adjustment of task complexity level. This study aimed to examine the effects of synchronous CMC (SCMC) tasks and task complexity on developing writing. The participants of the study were 43 students at a Korean university. The students were divided into two groups, the experimental group who carried out a series of SCMC tasks, and the traditional group. The mixed research was conducted using quantitative data such as students’ writing pre-, mid-, and post-tests and qualitative data, including reflective journals. Findings from the study revealed that SCMC tasks positively affected the development of L2 writing ability compared to the traditional group. Second, task complexity in the SCMC setting did not affect developing writing ability, but what was interesting was that students perceived complex tasks in the SCMC setting to help develop writing ability. Based on the study, further research will need to modify research design, procedures, and tasks and implement various other task-specific measures. KCI Citation Count: 0