<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY"^^ . "Numerous studies have explored the use of tasks sequenced on the basis of task\r\ncomplexity (cognitive factors). Task complexity involves the resource-directing and\r\nthe resource-depleting dimensions each of which has three aspects. With reference\r\nto the Cognition Hypothesis, tasks facilitate learners to improve better language\r\nperformance when they are made complex (cognitively more demanding) and\r\nsimple (less cognitive engagement) along with the resource-directing and the\r\nresource-depleting dimensions, respectively. However, very few studies have been\r\nconducted to particularly investigate different tasks for which every single aspect of\r\nthe resource-directing was made complex and the resource-depleting dimensions\r\nwere designed to be simple. The current study investigated the effect of three\r\ndifferent levels of tasks on learners’ written language performance in terms of\r\ncomplexity, accuracy, and fluency (CAF). The subjects of the study were 30\r\nIndonesian EFL learners. The data were collected through recording while learners\r\nwere performing the tasks. They were transcribed and were analyzed using\r\nANOVA one way repeated measure. The results showed that the three types of\r\ntasks generated a statistically significant effect on accuracy and fluency, but\r\nsyntactic complexity. This indicates that the findings partly confirm the Robinson’s\r\nCognition Hypothesis.\r\nFurthermore, there was also an undeniable relationship between the students’\r\nwritten language production and their perceptions of the three tasks with respect to\r\ntask difficulty within the affective factor, revolving around the aspects of the\r\ndifficulty of the task, the degree of stress, confidence, interest, and motivation. The\r\nresult of this investigation revealed a unique revelation. EFL students regarded a\r\ntask manipulated with past tense as the most interesting and the most relaxing task.\r\nMoreover, it also positively affected their motivation in which it influenced their\r\naccuracy and fluency’s mean scores which were the highest ones among the two\r\nother tasks.\r\nKeywords: CAF measures, cognition hypothesis, students’ perception, written\r\nlanguage performance"^^ . "2024-06-13" . . . . . "UNIVERSITAS LAMPUNG"^^ . . . "FAKULTAS KEGURUAN ILMU PENGETAHUAN, UNIVERSITAS LAMPUNG"^^ . . . . . . . . . "MAHARANI"^^ . "REYNITA ADLINA"^^ . "MAHARANI REYNITA ADLINA"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (File PDF)"^^ . . . "ABSTRAK - Mahasiswa Unila.pdf"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (File PDF)"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (File PDF)"^^ . . . "TESIS TANPA BAB PEMBAHASAN - Mahasiswa Unila.pdf"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "preview.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "medium.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "small.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "preview.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "medium.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "small.jpg"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "indexcodes.txt"^^ . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE\r\nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE\r\nRELATIONSHIP WITH TASK DIFFICULTY (Other)"^^ . . . . . . "indexcodes.txt"^^ . . "HTML Summary of #83596 \n\nTHE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE \nPRODUCTION BY INDONESIAN EFL LEARNERS AND THE \nRELATIONSHIP WITH TASK DIFFICULTY\n\n" . "text/html" . . . "370 Pendidikan" . . . "400 Bahasa" . . . "420 Bahasa Inggris dan Inggris kuno (Anglo-Saxon)" . .