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<p>This study investigates how different task types affect the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of L2 written production, with a particular focus on the moderating role of L2 writing selves. A total of 110 ESL undergraduate learners completed a validated L2 writing selves questionnaire and four genre-based writing tasks—personal, narrative, expository, and argumentative—designed to progressively increase cognitive and linguistic demands. Using generalized linear mixed-effects modeling, we analyzed fine-grained CALF measures and their interaction with self-related motivational factors. Results showed that task types significantly influenced CALF outcomes: more cognitively demanding tasks elicited greater syntactic and lexical complexity, while accuracy improved incrementally and fluency remained relatively stable. The moderating effects of L2 writing selves varied by task type: learners with strong ideal selves produced more lexically sophisticated and accurate writing in argumentative and expository tasks, whereas those influenced by ought-to selves tended to prioritize accuracy over complexity in lower-demand tasks. These findings have important implications for TBLT theory, particularly in expanding models of task performance to include individual motivational profiles. The study also informs TBLT pedagogy by demonstrating how task design can be adapted to align with learners’ motivational dispositions. Pedagogically, the results support sequencing tasks not only by cognitive complexity but also by learner self-concept. In terms of assessment, the findings point to the value of personalized rubrics that capture both linguistic outcomes and motivational engagement.</p>

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Investigating the impacts of task types on the CALF of L2 written production: the moderating role of L2 writing selves

  • 期刊论文

  • 发表日期：

    2025年9月10日

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  • Mahmoud Abdi Tabari,
  • Zhiyun Huang

摘要

This study investigates how different task types affect the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of L2 written production, with a particular focus on the moderating role of L2 writing selves. A total of 110 ESL undergraduate learners completed a validated L2 writing selves questionnaire and four genre-based writing tasks—personal, narrative, expository, and argumentative—designed to progressively increase cognitive and linguistic demands. Using generalized linear mixed-effects modeling, we analyzed fine-grained CALF measures and their interaction with self-related motivational factors. Results showed that task types significantly influenced CALF outcomes: more cognitively demanding tasks elicited greater syntactic and lexical complexity, while accuracy improved incrementally and fluency remained relatively stable. The moderating effects of L2 writing selves varied by task type: learners with strong ideal selves produced more lexically sophisticated and accurate writing in argumentative and expository tasks, whereas those influenced by ought-to selves tended to prioritize accuracy over complexity in lower-demand tasks. These findings have important implications for TBLT theory, particularly in expanding models of task performance to include individual motivational profiles. The study also informs TBLT pedagogy by demonstrating how task design can be adapted to align with learners’ motivational dispositions. Pedagogically, the results support sequencing tasks not only by cognitive complexity but also by learner self-concept. In terms of assessment, the findings point to the value of personalized rubrics that capture both linguistic outcomes and motivational engagement.