10.57647/

The Combined Effect of Task Complexity and Task Condition through Collaborative Activities on EFL Learners’ Vocabulary Learning: A Focus on L2 Proficiency

pdf
  • Mokhtar Haghnia1,
  • Shaban Najafi Karimi*1,
  • Amir Marzban1,
  1. English Department, Qaemshahr Branch, Islamic Azad University, Iran

Published in Issue 2024-12-31

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Haghnia, M., Najafi Karimi, S., & Marzban, A. (2024). The Combined Effect of Task Complexity and Task Condition through Collaborative Activities on EFL Learners’ Vocabulary Learning: A Focus on L2 Proficiency. Journal of New Trends in English Language Learning (JNTELL), 3(3). https://doi.org/10.57647/
Crossref
Scopus
Google Scholar
Europe PMC

pdf views: 145

Abstract

The present study probed into the combined effect of task complexity and task condition
through collaborative activities on EFL learners’ vocabulary learning with a focus on the role
of L2 proficiency. To this end, 121 female Iranian EFL learners from Safir Institute in Babol
were initially given Oxford Placement Tests (OPTs) to select homogeneous participants in
terms of language proficiency. Then, 80 female pre-intermediate and intermediate Iranian EFL
learners were selected and randomly divided into four groups: two experimental groups and
two control groups. Each group consisted of 20 learners. There were a vocabulary pretest and
a posttest. The experimental groups benefited from two complexity tasks, namely a ''fill-in
task'' and a ''sentence writing'' task with different derivatives of the words. The two
experimental groups were required to perform the tasks collaboratively. However, the control
groups were not exposed to any complexity tasks and followed their conventional vocabulary
learning individually. Results revealed that task complexity and task condition had a
statistically significant impact on the learners’ vocabulary learning in both experimental
groups (i.e., pre-intermediate and intermediate) compared with their control group
counterparts. Practical implications and directions for future research are also discussed.

Keywords

  • L2 Proficiency,
  • Task complexity,
  • Task condition,
  • Vocabulary learning
pdf

References

  1. Abdollahzadeh, S., & Fard Kashani, A. (2011). The effect of task complexity on EFL learners’ narrative
  2. writing task performance. Journal of English Language Teaching and Learning, 8(2), 1–28.
  3. Bozorgian, H., Yaqubi, B., & Muhammadpour, M. (2022). Metacognitive intervention and awareness:
  4. Listeners with low working memory capacity. International Journal of Listening, 36(3), 221–
  5. 234. https://doi.org/10.1080/10904018.2020.1857764
  6. Cummins, J. (1981a). Age on arrival and immigrant second language learning in Canada: A
  7. reassessment. Applied Linguistics, 2(2), 132–149.
  8. Cummins, J. (1981b). Empirical and theoretical underpinnings of bilingual education. Journal of
  9. Education, 163(1), 16–29. https://doi.org/10.1177/002205748116300104
  10. Cummins, J. (2005). Language proficiency, bilingualism, and academic achievement. In P. A. RichardAmato & M. A. Snow (Eds.), Fundamentals of teaching English to speakers of other languages
  11. in K-12 mainstream classrooms (pp. 76–86). Longman. (Reprinted from Bilingualism and special
  12. education: Issues in assessment and pedagogy (pp. 136–151), by J. Cummins, 1984, CollegeHill)
  13. Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street &
  14. N. H. Homberg (Eds.), Encyclopedia of language and education: Vol. 2. Literacy, 2nd ed. (pp.
  15. 71–83). Springer.
  16. Ellis, R. (2017). Position paper: moving task-based language teaching forward. Language
  17. Teaching, 50(1), 507–526. https://doi.org/10.1017/S0261444817000179
  18. Fasih, P. (2022). The role of vocabulary in task-based language teaching in international and Iranian
  19. contexts. Konińskie Studia Językowe, 10(1), 87–108.
  20. Gilabert, R. (2005). Task complexity and L2 narrative oral production. (Unpublished Ph.D.
  21. Dissertation), University of Barcelona.
  22. Hakuta, K., Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency?
  23. Policy Report (2000–1). University of California, Linguistic Minority Research Institute.
  24. The Combined Effect of Task Complexity and Task Condition …
  25. 125
  26. Hulstijn, H. J. (1992). Retention of inferred and given word meanings: Experiments in incidental
  27. vocabulary learning. In P. Arnaud, & H. Bejoint (Ed.), Vocabulary and applied linguistics (pp.
  28. 113–125). MacMillan.
  29. Hunt, A. & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a
  30. Foreign Language, 17(1), 23–59.
  31. Javanbakht, Z. O., & Yasuj, I. (2011). The impact of tasks on male Iranian elementary EFL learners’
  32. incidental vocabulary learning. Language Education in Asia, 2(1), 28–42.
  33. Jimenez, A. (2022). The effects of L2 Spanish proficiency and length of exposure abroad in the
  34. expression of imprecise quantities. Languages, 7(1), 20–32.
  35. Laufer, B. (2001). What percentage of text-lexis is essential for comprehension? In L. C. Nordman, &
  36. M. Clevedon (Ed.), Special language: From humans thinking to thinking machines (pp. 316–323)
  37. [Online]. Multilingual Matters.
  38. Laufer, B., & Paribakht, S. T. (1998). The relationship between passive and active vocabularies: Effects
  39. of language learning context. Language Learning, 48(3), 365–391.
  40. Maftoon, P., & Bagheri, B. (2013). No negotiation, limited negotiation, and extended negotiation in
  41. proactive focus on form in vocabulary acquisition. Journal of Language and Translation, 3(1),
  42. 7–20.
  43. Mahon, E. A. (2006). High-stakes testing and English language learners: Questions of validity. Bilingual
  44. Research Journal, 30(2), 479–497. https://doi.org/10.1080/15235882.2006.10162886
  45. Maiguashca, R. (1993). Teaching and learning vocabulary in a second language: Past, present, and future
  46. directions. Canadian Modern Language Review, 50(1), 83–100.
  47. https://doi.org/10.3138/cmlr.50.1.83
  48. Malmir, A., & Parhizkari, N. (2021). The effect of definition, fill-in-the-blank, and sentence writing
  49. exercises on the acquisition, retention, and production of lexical vs. grammatical
  50. collocations. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching
  51. Language Skills), 40(1), 33–82.
  52. Mashhadi, J., & Saki, A. (2018). Exploring the impacts of task-based approach model on improving
  53. Iranian EFL learners' vocabulary learning in ESP classes. [Paper presentation]. 5th National
  54. Conference on Management and Humanistic Science Research in Iran.
  55. Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills.
  56. International Review of Applied Linguists Language Teaching. 56(1), 1–24.
  57. http://doi.org/10.1515/iral-2017-0016
  58. Munir, F. (2016). The effectiveness of teaching vocabulary by using cartoon film toward vocabulary
  59. mastery of EFL students. Journal of English Language Teaching and Linguistics, 1(1), 13–37.
  60. http://dx.doi.org/10.21462/jeltl.v1i1.20
  61. Naci, M., & Raside, D. (2011). Complexity. The Turkish Online Journal of Educational Technology,
  62. 10(2), 24–31.
  63. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
  64. Neyadi, O. S. (2007). The effects of using games to reinforce vocabulary learning. In K. Gallagher & K.
  65. Bashir-Ali (Eds.). Action research and initial teacher education in the UAE (pp. 99–107). HCT
  66. Press.
  67. Paez, M. (2002). Language and the immigrant child: Predicting English language proficiency for
  68. Chinese, Dominican, and Haitian students. Dissertation Abstracts International, 62(11), 17–37.
  69. Peters, E. (2007). Manipulating L2 learners' online dictionary use and its effect on L2 word retention.
  70. Language Learning and Technology, 11(2), 36–58.
  71. Haghnia, M., Najafi Karimi, Sh., & Marzban, A.- JNTELL, Volume 3, Issue 3, Autumn 2024
  72. 126
  73. Pitts, M., White, H., & Krashen, S. (1989). Acquiring second language vocabulary through reading: A
  74. replication of the clockwork orange study using second language acquirers. Reading in a Foreign
  75. Language, 5(2), 271–275.
  76. Rupley, T. P., & Nichols, M. (2005). Best practice in vocabulary teaching and learning. EA Journal,
  77. 13(2), 7–15.
  78. Robinson, P. (2011). Task-based language learning: A review of issues. Language learning, 61(1), 1–
  79. 36.
  80. Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language
  81. Learning. 64(4), 913–951. http://doi.org/10.1111/lang.12077
  82. Skehan, P. (2018). Second language task-based performance: Theory, research, assessment. Routledge.
  83. Skehan, P., & Foster, P. (2012). Complexity, accuracy, fluency and lexis in task-based
  84. performance. Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency
  85. in SLA, 32(2), 199–212.
  86. Solorzano, R. W. (2008). High stakes testing: Issues, implications, and remedies for English language
  87. learners. Review of Educational Research, 78(2), 260–329.
  88. https://doi.org/10.3102/0034654308317845
  89. Sun, D., Chen, Z., & Zhu, S. (2023, November). What affects second language vocabulary learning?
  90. Evidence from multivariate analysis. In Frontiers in Education (Vol. 8, p. 121). Frontiers.
  91. Sun, Q., & Zhang, L. J. (2021). A sociocultural perspective on English-as-a-foreign-language (EFL)
  92. teachers’ cognitions about form-focused instruction. Frontiers in Psychology, 12(1), 1–12.
  93. https://doi.org/10.3389/fpsyg.2021.593172
  94. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority
  95. students' long-term academic achievement. University of California, Center for Research on
  96. Education, Diversity and Excellence.
  97. Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign
  98. Language, 20(2), 232–245.
  99. Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading
  100. a graded reader? Reading in a Foreign Language, 15(1), 130–163.
  101. Wilkins, D. (1972). Linguistics in language teaching. Arnold.
  102. Yoko, M. (2007). High-stakes test performance of limited English proficient students in Ohio.
  103. Dissertation Abstracts International, 67(11), 10–23.
  104. Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity
  105. and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1–27.