Olena Vasylets
Datos Biográficos
| ID | 2444697 |
|---|---|
| NOMBRE | Olena Vasylets |
| NOMBRES | Olena |
| APELLIDO | Vasylets |
| FIRMA | VASYLETS O |
| AFILIACIONES | Universitat de Barcelona |
| ORCID | 0000-0003-0241-1279 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 1 |
Working memory, L2 proficiency, and task complexity
This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within–between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as between-participants variables. The outcome measure was L2 writing performance as measured by CAF indices. Two groups o…
Pen-and-Paper versus Computer-Mediated Writing Modality as a New Dimension of Task Complexity
In this paper we make a proposal that writing modality (pen-and-paper versus computer-based writing can be conceptualized as a cognitive task complexity factor. To lay ground for this theoretical proposal, we first review previous adaptations of cognitive task-based models to second language (L2) writing. We then compare pen-and-paper and computer-based writing modalities in terms of their general characteristics, outline the main tenets of multi…
The effects of working memory and L2 proficiency on L2 writing
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
The Effects of Mode and Task Complexity on Second Language Production
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction-giving task orally, the other half did it in writing. The c…
The effects of working memory and L2 proficiency on L2 writing
Pen-and-Paper versus Computer-Mediated Writing Modality as a New Dimension of Task Complexity
In this paper we make a proposal that writing modality (pen-and-paper versus computer-based writing can be conceptualized as a cognitive task complexity factor. To lay ground for this theoretical proposal, we first review previous adaptations of cognitive task-based models to second language (L2) writing. We then compare pen-and-paper and computer-based writing modalities in terms of their general characteristics, outline the main tenets of multi…
Working memory, L2 proficiency, and task complexity
This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within–between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as between-participants variables. The outcome measure was L2 writing performance as measured by CAF indices. Two groups o…
Cognition (4 obras) · Cognitive psychology (4 obras) · Psychology (4 obras) · Computer Science (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Writing and Handwriting Education (3 obras) · Artificial Intelligence (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Language proficiency (2 obras) · Linguistics (2 obras)