The Effects of Cognitive Task Complexity on Learners’ Performance
Nasrin Sanajoo,
Nasrin Asadi
Issue:
Volume 4, Issue 5, September 2016
Pages:
157-164
Received:
15 July 2016
Accepted:
25 July 2016
Published:
6 August 2016
Abstract: In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands of the task), task conditions (i.e. features of tasks which are determined by the situational setting and conditions in which they take place), and task difficulty (i.e. learners’ perceptions of the demands made by the task and the resources that learners bring to the task). After presentation of Robinson’s cognitive task complexity model, there has been a great deal of research which has investigated the influences of the components of this model on the three dimensions of performance including accuracy, fluency, and complexity. The present paper is a brief review of the studies that have been conducted in this respect.
Abstract: In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands ...
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The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners
Hooshang Khoshsima,
Amin Saed,
Mohammad Mortazavi
Issue:
Volume 4, Issue 5, September 2016
Pages:
183-189
Received:
8 September 2016
Accepted:
21 September 2016
Published:
10 October 2016
Abstract: Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
Abstract: Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach...
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