Effects of Task Complexity on the Writing Process and Written Products of L2 Students by L2 Proficiency Levels

This study examines the effects of task complexity on the writing processes and written products of forty Korean EFL students across different proficiency levels. Task complexity was manipulated by incorporating counterarguments (resource-directing variable) and providing outlines (resource-dispersing variable). The study employed keystroke logging, think-aloud protocols, and computerized text analysis tools to explore how these variables influenced both the writing process and the final written product. Results revealed that increased task complexity led to a reduction in lexical diversity, but an enhancement in accuracy, as measured by the number of error-free T-units. Higher proficiency students demonstrated more deliberate planning and editing behaviors, particularly under more complex task conditions, indicating a strategic allocation of cognitive resources. These findings support both Skehan’s Limited Attentional Capacity model and Robinson’s Cognition Hypothesis, highlighting the trade-offs between complexity, accuracy, and fluency in L2 writing. The outcomes of the study have significant implications for task-based language teaching (TBLT), suggesting that instructional strategies should be tailored to accommodate different proficiency levels while progressively increasing task complexity to foster linguistic development.