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It tests simple–complex sequencing using Robinson’s SSARC task sequencing model, manipulating resource-directing factors (± number of elements) and resource-dispersing factors (± planning time). Upper-intermediate learners (N=90) are assigned to either a three-task simple–complex sequence or individual task conditions. Simple–complex sequencing improves all measured dimensions relative to individual task performance.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unraveling-the-effects-of-task-sequencing-on-the-syntactic-complexity-accuracy-lexical-complexity-and-fluency-of-l2-written-production/596192/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unraveling-the-effects-of-task-sequencing-on-the-syntactic-complexity-accuracy-lexical-complexity-and-fluency-of-l2-written-production/596192.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What factors are manipulated alongside sequencing?","Question",{"text":112,"@type":113},"Resource-directing factors (± number of task elements) and resource-dispersing factors (± planning time) are manipulated to examine their influence on L2 writing.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},596192,1792165040,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production  \nMahmoud Abdi Tabari  \nUniversity of Virginia  \nMichol Miller  \nOklahoma State University  \nAbstract  \nAlthough several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple̶ complex task sequencing manipulated along both resource-directing (± number of elements) and resource-dispersing (± planning time) factors on L2 writing compared to individual task performance using Robinson’s (2010) SSARC model of task sequencing. Upper-intermediate L2 learners (N = 90) were randomly divided into two groups: (1) participants who performed three writing tasks in a simple–complex sequence, and (2) participants who performed either the simple, less complex, or complex task. Findings revealed that simple-complex task sequencing led to increases in syntactic complexity, accuracy, lexical complexity, and fluency, as compared to individual task performance. Results are discussed in light of the SSARC model, and theoretical and pedagogical implications are provided.  \nRésumé  \nPlusieurs études ont exploré les effets du séquençage des tâches sur la production en langue seconde (L2). Néanmoins, il n'y a pas eu d'ensemble de critères bien établis pour séquencer les tâches pour les apprenants dans les classes d'écriture de L2 . Cette étude a examiné l'effetd'un séquençage simple̶ complexe manipulé de tâches ainsi que les facteurs de direction des ressources (± nombre d'éléments) et de dispersion des ressources (± temps de planification) sur l'écriture en L2 par rapport à la performance des tâches individuelles, et ce à l'aide du modèle de séquençage de tâches SSARC de Robinson (2010) . Les apprenants de L2 deniveau intermédiaire-supérieur (N = 90) ont été répartis au hasard en deux groupes : (1) les participants qui ont effectué trois tâches d'écriture dans une séquence simple-complexe, et (2) les participants qui ont exécuté une des trois tâches : soit la simple, soit la moins complexe, soit la complexe. Les résultats ont révélé que le séquençage simple-complexe detâches entraine une augmentation de la complexité syntaxique, de la précision, de la complexité lexicale et de la fluidité, par rapport à la performance des tâches individuelles. Les résultats sont discutés à la lumière du modèle SSARC et les implications théoriques et pédagogiques sont fournies.  \nCanadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021) : 1-29  \nCJAL * RCLA Abdi Tabari & Miller 2  \nUnraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production  \nNumerous studies in the task-based language teaching (TBLT) field have shown a growing interest in the constructs of cognitive task complexity (i.e., the inherent cognitive demands of a given task) and task sequencing over the past decade (Baralt, 2014; Lambert & Robinson, 2014; Levkina & Gilabert, 2014; Malicka, 2014, 2018) . These TBLT studies relying on cognitive frameworks have examined theoretical predictions that sequencing tasks according to increasing complexity can maximize learning opportunities and provide optimal learning conditions. Building on Robinson’s (2007) Triadic Componential Framework, recently renamed the SSARC (Stabilize, Simplify, Automatize, Restructure, Complexify) model of task sequencing (Robinson, 2010, 2015), most of these studies have produced relatively inconsistent findings regarding the effects oftask complexity and task sequencing on second language (L2) oral production in the long and short term (Jackson & Suethanapornkul, 2013; Malicka & Sasayama, 2017) . In the L2 writing context, this issue becomes more complicated because relatively few studies have investigated the effects of task sequencing on L2 ","cbCaif21BMMtLchl","https://ap.wps.com/l/cbCaif21BMMtLchl","pdf",1041142,29,"English","# Abstract\n## Research question and design\n## Task sequencing approach (simple–complex)\n## Outcome measures and findings\n## Discussion and implications","[{\"question\":\"What factors are manipulated alongside sequencing?\",\"answer\":\"Resource-directing factors (± number of task elements) and resource-dispersing factors (± planning time) are manipulated to examine their influence on L2 writing.\"}]","Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production | PDF",1792082614,73]