The effect of task authenticity on second language writing product and process
The case of a morphologically complex language – Russian
Bibliographic Data
| ID | 8936819 |
|---|---|
| Authors | Vita V Kogan (0000-0002-8354-020X, University of Lisbon, corresponding author), Vita Kogan (The Laboratory of Phonetics and Phonology University of Lisbon Lisboa Portugal), Andrea Révész (0000-0003-1093-4336, Institute of Education University College London London UK), Shing-Chi Cheung (0000-0002-3508-7172, University College London), Suet‐sin Cheung (Institute of Education University College London London UK) |
| Year | 2024 |
| Volume | 58 |
| Issue | 2 |
| Pages | 481-500 |
| Publication date | 2024-12-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12789 |
| OpenAlex | W4405798242 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
There is compelling empirical evidence suggesting that more authentic learning tasks improve second language learners' motivation and learning (Long, 1996; Van Lier, 2014). However, most research on this topic has focused on Germanic and Romance L2 languages, primarily in the context of speaking skills. Little is known about the effect of task authenticity on L2 writing, especially in languages other than English. The present study investigated how increased task authenticity, operationalized as writing to a real recipient rather than an imaginary friend, affected L2 writing in Russian—a language that exhibits a high level of morphological complexity (Gilabert & Castellví, 2019; Nuss & Martelle, 2022). We adopted a mixed‐methods approach to investigate participants' writing behaviors and underlying cognitive processes. Twenty‐eight intermediate and advanced L1 English speakers, learning Russian as an L2, completed both more and less authentic writing tasks involving composing letters to either real or imaginary recipients. Dependent‐sample t ‐tests revealed a significant effect of task authenticity on subordination complexity and fluency. Specifically, participants wrote texts with fewer subordinate clauses and exhibited a slower writing pace in more authentic tasks. These findings underscore the importance of investigating writing processes alongside writing products to achieve a more nuanced understanding of L2 writing
Context (archaeology · Fluency · Language proficiency · Linguistics · Mathematics education · Operationalization · Second language · Second language writing · Task (project management · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Writing and Handwriting Education
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A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
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A Person-in-Context Relational View of Emergent Motivation, Self and Identity
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
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Towards an Organic Approach to Investigating CAF in Instructed SLA
Syntactic Complexity Measures as Indices of Language Proficiency in Writing
Spacing effects on repeated L2 task performance
Language learner beliefs and study abroad
Input-based tasks for beginner-level learners
Authentic materials and authenticity in foreign language learning
Short-term and long-term study abroad
Three Approaches to Task-Based Syllabus Design
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |