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首页> 外文期刊>Computer assisted language learning >The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety
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The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety

机译：两种类型的任务重复对计算机介导的L2书面产品的复杂性，准确性和流利性的不同影响：关注计算机焦虑

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Previous task repetition studies have primarily focused on how task repetition characteristics affect the complexity, accuracy, and fluency in L2 oral production with little attention to L2 written production. The main purpose of the study reported in this paper was to examine the effects of task repetition versus procedural repetition on the complexity, accuracy, and fluency (henceforth CAF) in low-intermediate English as a foreign language (EFL) learners' task-based, computer-mediated L2 written production. A secondary purpose was to examine the relationship between computer anxiety and EFL learners' development of CAF in L2 writing. The study employed a pretest-posttest design with 70 EFL learners from a language learning institution in Iran. The participants were randomly assigned to one of two groups: task repetition or procedural repetition. The task repetition group repeated the same task procedure with the exact same content five times, whereas the procedural repetition group repeated the same task procedure with different content. The participants were also asked to complete the Computer Anxiety Rating Scale to measure their computer anxiety. The results revealed the following: (1) the beneficial effects of both tasks on the participants' L2 written production, (2) the differential effects of task repetition on the participants' writing CAF when compared with procedural repetition, and (3) no statistically significant relationship between computer anxiety and the participants' development of CAF in task-based, computer-mediated L2 written production. Implications are discussed, and avenues for future research are outlined.
机译：先前的任务重复研究主要集中于任务重复特性如何影响L2口头制作的复杂性，准确性和流畅性，而很少关注L2书面制作。本文报道的研究的主要目的是研究任务重复与程序重复对以低中级英语作为外语（EFL）学习者基于任务的学习者的复杂性，准确性和流利性（以下称为CAF）的影响。 ，由计算机介导的L2书面制作。第二个目的是研究计算机焦虑与EFL学习者在L2写作中发展CAF之间的关系。该研究采用了来自伊朗某语言学习机构的70名EFL学习者进行的前测后测设计。参与者被随机分为两组：任务重复或程序重复。任务重复小组重复了相同任务过程，其内容完全相同，重复了五次，而过程重复小组重复了相同任务过程，但内容不同。还要求参与者完成计算机焦虑等级量表，以衡量他们的计算机焦虑程度。结果表明：（1）两项任务对参与者的L2写作产生的有益影响；（2）与程序重复相比，任务重复对参与者的写作CAF的不同影响；以及（3）在统计上没有在基于任务的计算机介导的L2书面作品中，计算机焦虑与参与者CAF的发展之间存在显着的关系。讨论了影响，并概述了未来研究的途径。

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