Mahmoud Abdi Tabari
Biographic Data
| ID | 4608632 |
|---|---|
| NAME | Mahmoud Abdi Tabari |
| GIVEN NAMES | Mahmoud Abdi |
| FAMILY NAME | Tabari |
| SIGNATURE | TABARI M A |
| AFFILIATIONS | University of Nevada, Reno |
| ORCID | 0000-0002-8022-5415 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Examining the role of interindividual and intraindividual variability in syntactic complexity development across repeated independent and integrated writing tasks
This study examined the effects of task repetition on L2 writing in independent and integrated tasks at inter- and intraindividual levels, focusing on syntactic complexity as a multidimensional construct. Forty-one undergraduates completed repeated writing tasks over nine weeks, and their essays were analyzed using fine-grained clausal and phrasal indices. Linear mixed-effects models assessed inter- and intraindividual variability over time, capt…
How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models
This study examined the hierarchical structure among second/foreign language (L2) writing subskills using a Hierarchical Diagnostic Classification Model (HDCM). A pool of 500 essays composed by English as a Foreign Language (EFL) students was assessed by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. Based on a literature review and the expertise of three content experts, several models we…
The role of depth of processing in Isla: A research synthesis and meta-analysis
Increased interest in depth of processing (DoP) within instructed second language acquisition (ISLA) research highlights its influence on L2 learning outcomes, especially in vocabulary retention, grammatical accuracy, and overall proficiency. Despite its theoretical significance, inconsistencies in DoP’s conceptualization and operationalization have resulted in mixed findings regarding its impact on language development. This study presents a res…
Exploring the Role of AI in Shaping L2 Teachers' Affective Dispositions and Task‐Based Language Teaching Implementation: A Scale‐Based Study
This study examined how Chinese EFL teachers' teaching enjoyment, teaching efficacy, and AI integration (particularly ChatGPT) relate to task‐based language teaching (TBLT) implementation. Survey data were collected from 360 teachers reporting the use of the TBLT approach. Ordinary least squares regressions with HC3 robust standard errors yielded three key findings. First, teaching enjoyment and AI integration independently predicted TBLT adoptio…
Impact of methodological differences in task sequencing on second language learning: A multi-level meta-analysis
Drawing on the SSARC model, TBLT research has investigated the role of task sequencing in L2 production, yielding mixed results. This study conducts a multi-level meta-analysis of methodological practices in task sequencing to provide more transparency. Sixteen studies published up to May 2024 were selected based on inclusion criteria, and each study was coded for analyzed features and contextual variables. Methodological aspects, including study…
The impact of source text referential cohesion on integrated writing performance: A focus on textual integration and source use overlap
This study explores the impact of source text referential cohesion on textual integration (integration style, integration purpose, and interpretation accuracy), source use features (keyword overlap, synonym overlap, and semantic overlap), and cohesion in the written responses. To this end, 31 undergraduate students summarized two versions of a reading passage, one with high referential cohesion and the other with low referential cohesion, and the…
Exploring the interplay between task-readiness factors and task complexity in L2 writing performance and anxiety
This study examined the relationship between task-readiness factors, task complexity, and their impact on L2 writing task performance and anxiety in the task-based language teaching (TBLT) domain. The study aimed to address gaps in the TBLT literature by investigating the combined effects of task repetition, task rehearsal, and task complexity on different constructs of L2 writing, including syntactic complexity, accuracy, lexical complexity, and…
Task repetition and L2 written performance: A meta-analysis
This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy ( d = 1.19), lexical complexity ( d = 0.…
The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing
This study investigates how task complexity affects native speakers’ and second language (L2) learners’, and experts’ perceptions of task difficulty in writing tasks. It also explores how task complexity influences English native speakers’ and L2 learners’ linguistic complexity in their writing. Ninety participants performed one simple and one complex argumentative writing task manipulated by task complexity (± elements and reasoning demands) and…
Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing
This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-directing variables. The essays were first analysed for textual emotionality with sentiment analysis and then examined using a set of lexical and syntactic complexity and …
Examining the Effects of Task Type, Task Order, and Their Interaction on L2 Writing Performance: Insights From Independent and Integrated
This study investigates the effects of task type, task order, and their interaction on second language (L2) writing performance, focusing on independent and integrated writing tasks. While task type has been widely studied, the role of task order and their interaction remains underexplored. This research examines how task configurations influence syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 writing. Four hundred L2…
Understanding Task‐Specific Emotions in L2 Writing: The Influence of Task Repetition and Task Rehearsal Across Proficiency Levels
While there is increasing research on task‐based language teaching (TBLT), we still do not fully understand the emotional side of performing tasks in a second language (L2), especially how implicit and explicit external factors influence learners’ emotional responses. While task‐based research has increasingly highlighted cognitive factors, the emotional dimension—especially task anxiety and task enjoyment—has received limited attention. The pres…
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Task repetition and L2 oral performance: A meta-analysis
Linguistic complexity in second language writing: Insight from studies on task planning
Task planning and its effect on the complexity of second language (L2) written production have been studied extensively. However, the results of these studies are inconclusive, and at times contradictory, potentially as a result of variation in metrics of linguistic complexity. This study is an extension of earlier research syntheses and quantitative meta-analyses on the effects of planning on oral and written L2 production. It examines the ident…
Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
While the use of cohesive devices has received considerable attention in L2 writing research, scant attention has been devoted to exploring local, global, and textual cohesive features across two genres at different time points using indices generated by the computational tool for automatic analysis of cohesion (TAACO). Inspired by this gap, this study attempted to: (a) identify TAACO indices that are predictive of human ratings of essay organiza…
Dynamic development of cohesive devices in English as a second language writing
The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion i…
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students performed nine versions of three decision…
Withdrawn: Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing
Withdrawal : Mahmoud Abdi Tabari, Bronson Hui, Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing, The Modern Language Journal , 29th April 2024, ( https://onlinelibrary.wiley.com/doi/10.1111/modl.12921 ). The above article, published online on 29th April 2024, on Wiley Online Library ( https://onlinelibrary.wiley.com/doi/10.1111/modl.12921 ), has been withdrawn by agreement…
The importance of seeking feedback for benefiting from feedback: A case of second language writing
This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing mea…
Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of pro…
Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT
Applying the task‐based language teaching (TBLT) approach to L2 writing research has expanded to include learners’ affective factors and their potential impact on L2 production. However, two affective factors, L2 writing anxiety and self‐efficacy, have received scant research attention within the TBLT domain despite evidence to suggest that writing anxiety can diminish L2 written production and self‐efficacy can promote L2 written production. Thi…
The Role of Planning in Cognitive Processing During L2 Writing
This study adopted a cognitive‐processing approach to explore the role of planning modes in L2 writing production and the allocation of attentional resources by L2 learners during planning and writing. A total of 120 L2 learners in an ESL writing course at a university in the United States were assigned to one of four conditions: (1) written planning (10 min note‐taking + 40 min writing), (2) visual planning (10 min using visual tools + 40 min wr…
Task Sequencing and L2 Production: A Research Synthesis and Meta‐Analysis
There is a growing focus on examining how the order of tasks impacts oral and written output in a second language, particularly concerning syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Despite previous studies, the findings have been inconsistent. This research synthesis and meta‐analysis, centered around Robinson's (2010) SSARC model of pedagogical task sequencing, aims to: firstly, analyze the types of tasks used in in…
Authorial voice in source-based and opinion-based argumentative writing: Patterns of voice across task types and proficiency levels
Planning in L2 writing: A research synthesis and meta-analysis
The effects of task complexity on lexical complexity in L2 writing: An exploratory study
Dynamic development of cohesive devices in English as a second language writing
The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion i…
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Linguistic complexity in second language writing: Insight from studies on task planning
Task planning and its effect on the complexity of second language (L2) written production have been studied extensively. However, the results of these studies are inconclusive, and at times contradictory, potentially as a result of variation in metrics of linguistic complexity. This study is an extension of earlier research syntheses and quantitative meta-analyses on the effects of planning on oral and written L2 production. It examines the ident…
Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output
Task Planning and Oral L2 Production: A Research Synthesis and Meta-analysis
Increased second language acquisition (SLA) research interest in the effect of planning on subsequent L2 oral production has typically examined the effect of planning on the syntactic complexity, accuracy, lexical complexity, and/or fluency (CALF) of L2 production. However, the results of research in this domain are inconclusive. This study, a research synthesis and meta-analysis of SLA research on the effects of planning on the CALF of L2 oral p…
Investigating the interactions between L2 writing processes and products under different task planning time conditions
Authorial voice in source-based and opinion-based argumentative writing: Patterns of voice across task types and proficiency levels
The effects of task complexity on lexical complexity in L2 writing: An exploratory study
Planning in L2 writing: A research synthesis and meta-analysis
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students performed nine versions of three decision…
Withdrawn: Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing
Withdrawal : Mahmoud Abdi Tabari, Bronson Hui, Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing, The Modern Language Journal , 29th April 2024, ( https://onlinelibrary.wiley.com/doi/10.1111/modl.12921 ). The above article, published online on 29th April 2024, on Wiley Online Library ( https://onlinelibrary.wiley.com/doi/10.1111/modl.12921 ), has been withdrawn by agreement…
The importance of seeking feedback for benefiting from feedback: A case of second language writing
This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing mea…
Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of pro…
Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT
Applying the task‐based language teaching (TBLT) approach to L2 writing research has expanded to include learners’ affective factors and their potential impact on L2 production. However, two affective factors, L2 writing anxiety and self‐efficacy, have received scant research attention within the TBLT domain despite evidence to suggest that writing anxiety can diminish L2 written production and self‐efficacy can promote L2 written production. Thi…
The Role of Planning in Cognitive Processing During L2 Writing
This study adopted a cognitive‐processing approach to explore the role of planning modes in L2 writing production and the allocation of attentional resources by L2 learners during planning and writing. A total of 120 L2 learners in an ESL writing course at a university in the United States were assigned to one of four conditions: (1) written planning (10 min note‐taking + 40 min writing), (2) visual planning (10 min using visual tools + 40 min wr…
Task Sequencing and L2 Production: A Research Synthesis and Meta‐Analysis
There is a growing focus on examining how the order of tasks impacts oral and written output in a second language, particularly concerning syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Despite previous studies, the findings have been inconsistent. This research synthesis and meta‐analysis, centered around Robinson's (2010) SSARC model of pedagogical task sequencing, aims to: firstly, analyze the types of tasks used in in…
Exploring the interplay between task-readiness factors and task complexity in L2 writing performance and anxiety
This study examined the relationship between task-readiness factors, task complexity, and their impact on L2 writing task performance and anxiety in the task-based language teaching (TBLT) domain. The study aimed to address gaps in the TBLT literature by investigating the combined effects of task repetition, task rehearsal, and task complexity on different constructs of L2 writing, including syntactic complexity, accuracy, lexical complexity, and…
Task repetition and L2 written performance: A meta-analysis
This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy ( d = 1.19), lexical complexity ( d = 0.…
The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing
This study investigates how task complexity affects native speakers’ and second language (L2) learners’, and experts’ perceptions of task difficulty in writing tasks. It also explores how task complexity influences English native speakers’ and L2 learners’ linguistic complexity in their writing. Ninety participants performed one simple and one complex argumentative writing task manipulated by task complexity (± elements and reasoning demands) and…
Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing
This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-directing variables. The essays were first analysed for textual emotionality with sentiment analysis and then examined using a set of lexical and syntactic complexity and …
Examining the Effects of Task Type, Task Order, and Their Interaction on L2 Writing Performance: Insights From Independent and Integrated
This study investigates the effects of task type, task order, and their interaction on second language (L2) writing performance, focusing on independent and integrated writing tasks. While task type has been widely studied, the role of task order and their interaction remains underexplored. This research examines how task configurations influence syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 writing. Four hundred L2…
Understanding Task‐Specific Emotions in L2 Writing: The Influence of Task Repetition and Task Rehearsal Across Proficiency Levels
While there is increasing research on task‐based language teaching (TBLT), we still do not fully understand the emotional side of performing tasks in a second language (L2), especially how implicit and explicit external factors influence learners’ emotional responses. While task‐based research has increasingly highlighted cognitive factors, the emotional dimension—especially task anxiety and task enjoyment—has received limited attention. The pres…
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Task repetition and L2 oral performance: A meta-analysis
Linguistic complexity in second language writing: Insight from studies on task planning
Task planning and its effect on the complexity of second language (L2) written production have been studied extensively. However, the results of these studies are inconclusive, and at times contradictory, potentially as a result of variation in metrics of linguistic complexity. This study is an extension of earlier research syntheses and quantitative meta-analyses on the effects of planning on oral and written L2 production. It examines the ident…
Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
While the use of cohesive devices has received considerable attention in L2 writing research, scant attention has been devoted to exploring local, global, and textual cohesive features across two genres at different time points using indices generated by the computational tool for automatic analysis of cohesion (TAACO). Inspired by this gap, this study attempted to: (a) identify TAACO indices that are predictive of human ratings of essay organiza…
Dynamic development of cohesive devices in English as a second language writing
The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion i…
Examining the role of interindividual and intraindividual variability in syntactic complexity development across repeated independent and integrated writing tasks
This study examined the effects of task repetition on L2 writing in independent and integrated tasks at inter- and intraindividual levels, focusing on syntactic complexity as a multidimensional construct. Forty-one undergraduates completed repeated writing tasks over nine weeks, and their essays were analyzed using fine-grained clausal and phrasal indices. Linear mixed-effects models assessed inter- and intraindividual variability over time, capt…
EFL/ESL Teaching and Learning (25 works) · Psychology (23 works) · Computer Science (17 works) · Linguistics (17 works) · Second Language Acquisition and Learning (15 works) · Cognitive psychology (13 works) · Writing and Handwriting Education (12 works) · Second language (11 works) · Discourse Analysis in Language Studies (10 works) · Task (project management (10 works)