Exploring the effects of task complexity on interaction and L2 performance with math word problems in FTF and SCMC environments
Abstract
This dissertation investigated the effects of task complexity and modality on interaction and L2 performance in the mathematical content area. The participants included 82 college students, 41 English native speakers (NSs) and 41 English non-native speakers (NNSs). Forty-one NS-NNS dyads were formed and were then assigned to either the FTF group (N = 21) or the SCMC group (N = 20). The experimental tasks were two mathematical word problems, which required the same mathematical knowledge but varied in cognitive demands. Two levels of task complexity were operationalized along [+/- few steps] based on the Triadic Componential Framework. Self-ratings of task difficulty and retrospective duration judgment were adopted as the independent measures of task complexity. Each dyad discussed both word problems in FTF or online setting. After the discussion, the NNSs articulated the problem-solving process. The NS-NNS interaction and NNSs’ L2 narration were recorded for data analysis. The interaction was evaluated based on the occurrence of language related episodes (LREs) and self-initiated repairs. NNSs’ L2 oral narratives were assessed in terms of accuracy, syntactic complexity, lexical diversity, and fluency.
Results indicated that increasing task complexity did not lead to significant differences in the amount of LREs and self-initiated repairs across interaction modes. Nevertheless, the complex task yielded a higher rate of successful uptake than the simple task in both modes. Significantly more LREs and self-initiated repairs were yielded in the FTF mode than in the SCMC mode, irrespective of the cognitive condition. These findings suggested that both task complexity and modality played critical roles in facilitating noticing during task performance.
Results also showed that increasing task complexity led to greater accuracy in the SCMC mode, with no effect on accuracy in the FTF mode. Syntactic complexity was enhanced along increased cognitive demands in both interaction modes. No significant effects of task complexity on lexical variation across interaction modes. As for fluency, the only significance was found for the general repair fluency in the FTF mode, but not in the SCMC mode. These findings indicated that task complexity and modality could affect learners’ linguistic performance in mathematical problem-solving tasks in some areas but not in others.
Citation
Geng, Zihan (2021). Exploring the effects of task complexity on interaction and L2 performance with math word problems in FTF and SCMC environments. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /195327.