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A Study of the Influences of Different Task Types and Task Difficulties on EFL Learners’ Performance in Writing Tests

Author: LinChen
Tutor: ZengLu
School: University of Electronic Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Task writing test Task type Task Difficulty Articles accuracy of students Fluency and complexity Students' self- performance evaluation
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 69
Quote: 0
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Abstract


In recent years, a large number of task-based teaching and task-based test appears, which the majority of the research task type and task difficulty on student test performance. However, relatively less attention on the writing test, the multimedia task type writing test research few. This article aims to compare different types of tasks (including the type of the multi-task) and Task Difficulty on students' writing test. In this paper, Skehan (1998) proposed the framework of cognitive load analysis of task difficulty as a theoretical background, analysis of the cognitive burden and the impact of different task types and task difficulty on students' writing test, students completed the writing task analysis and interpretation. In this paper, three types of writing assignments as a test content: the title given title and writing frame style writing; reading writing given paragraphs reading materials and multimedia writing given reading material and video material. Analysis on the theoretical framework of the difficulty of each writing task Skehan (1998). Teacher ratings and student test results to take to complete the questionnaire in two forms, which the teachers rated the overall analysis rated, which students article accuracy, fluency and complexity as scoring criteria, and strive test has a high efficiency degrees. Students completed the questionnaire, two, one is the basic situation of the students surveyed, with the opinions of the writing test, the other students on the difficulty of the test, the psychological burden, the performance is good or bad, the interest and motivation of the investigation to comparison of students' self-assessment of the degree of relationship they score. The study results showed that the task type and task difficulty on the students writing test does exist. In the present study, the multimedia-writing task for students familiarity lowest cognitive burden of the heaviest and most difficult, resulting in the worst performance of the students. Multimedia writing task students' listening, reading comprehension, writing skills composite test, is an ideal type of test, more pending development promotion. The score of the study results show that students from the overall score does not fully comply with the analytical score. The questionnaire results showed students various evaluation criteria and the overall score closely. The purpose of this study is to make a modest contribution to the task-based testing and teaching, and also hope that this new task of the multi-task analysis, and provide useful information for future research.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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