View in EDS

The Influence of Task Type and Learner Language Background on Writing Production and Anxiety: A Bayesian Linear Mixed-Effects Analysis

Saved in:
Bibliographic Details
Title: The Influence of Task Type and Learner Language Background on Writing Production and Anxiety: A Bayesian Linear Mixed-Effects Analysis
Language: English
Authors: Mahmoud Abdi Tabari (ORCID 0000-0002-8022-5415), Xinya Liang (ORCID 0000-0002-2453-2162), Ágnes Albert (ORCID 0000-0001-8339-7119)
Source: Studies in Second Language Learning and Teaching. 2025 15(4):831-856.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Writing (Composition), Anxiety, Writing Attitudes, Individual Differences, College Students, Essays, Writing Evaluation, Bayesian Statistics, Language Fluency, Accuracy, Writing Improvement, Persuasive Discourse, Task Analysis
ISSN: 2083-5205
2084-1965
Abstract: Despite growing interest in task-based language teaching (TBLT), limited empirical work has examined how different rhetorical task types influence second language (L2) writing development, especially in relation to affective variables, such as writing anxiety. Existing research in TBLT has largely focused on cognitive dimensions, often neglecting individual differences in learners' emotional responses. Moreover, Long's (2014) call to use first language (L1) data as a benchmark in TBLT remains underexplored, complicating the interpretation of L2 performance patterns. To address these gaps, we examined the impact of task type and writing anxiety on the written performance of 140 university students (70 L1 English speakers, 70 L2 English learners). Participants completed a writing anxiety questionnaire and performed four rhetorical tasks over four weeks. Essays were assessed using syntactic complexity, accuracy, lexical complexity, and fluency (CALF) indices. Bayesian linear mixed-effects modeling was used to analyze both linguistic and affective variables. Results revealed significantly higher levels of somatic anxiety, cognitive anxiety, and anxiety avoidance among L2 writers. In both groups, increased task complexity was associated with longer clauses and more sophisticated syntax, with L1 writers showing steady gains in accuracy and fluency. L2 writers, however, exhibited greater variability: accuracy spiked during the argumentative task, while lexical diversity declined. The findings highlight the interaction between cognitive task demands and affective factors in shaping L2 writing outcomes, offering insights for TBLT researchers and pedagogical practices in L2 writing.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492377
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1492377
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1492377
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Influence of Task Type and Learner Language Background on Writing Production and Anxiety: A Bayesian Linear Mixed-Effects Analysis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mahmoud+Abdi+Tabari%22">Mahmoud Abdi Tabari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8022-5415">0000-0002-8022-5415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xinya+Liang%22">Xinya Liang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2453-2162">0000-0002-2453-2162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ágnes+Albert%22">Ágnes Albert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8339-7119">0000-0001-8339-7119</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2025 15(4):831-856.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Bayesian+Statistics%22">Bayesian Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2083-5205<br />2084-1965
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite growing interest in task-based language teaching (TBLT), limited empirical work has examined how different rhetorical task types influence second language (L2) writing development, especially in relation to affective variables, such as writing anxiety. Existing research in TBLT has largely focused on cognitive dimensions, often neglecting individual differences in learners' emotional responses. Moreover, Long's (2014) call to use first language (L1) data as a benchmark in TBLT remains underexplored, complicating the interpretation of L2 performance patterns. To address these gaps, we examined the impact of task type and writing anxiety on the written performance of 140 university students (70 L1 English speakers, 70 L2 English learners). Participants completed a writing anxiety questionnaire and performed four rhetorical tasks over four weeks. Essays were assessed using syntactic complexity, accuracy, lexical complexity, and fluency (CALF) indices. Bayesian linear mixed-effects modeling was used to analyze both linguistic and affective variables. Results revealed significantly higher levels of somatic anxiety, cognitive anxiety, and anxiety avoidance among L2 writers. In both groups, increased task complexity was associated with longer clauses and more sophisticated syntax, with L1 writers showing steady gains in accuracy and fluency. L2 writers, however, exhibited greater variability: accuracy spiked during the argumentative task, while lexical diversity declined. The findings highlight the interaction between cognitive task demands and affective factors in shaping L2 writing outcomes, offering insights for TBLT researchers and pedagogical practices in L2 writing.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492377
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492377
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 831
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Bayesian Statistics
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Task Analysis
        Type: general
    Titles:
      – TitleFull: The Influence of Task Type and Learner Language Background on Writing Production and Anxiety: A Bayesian Linear Mixed-Effects Analysis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mahmoud Abdi Tabari
      – PersonEntity:
          Name:
            NameFull: Xinya Liang
      – PersonEntity:
          Name:
            NameFull: Ágnes Albert
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2083-5205
            – Type: issn-electronic
              Value: 2084-1965
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Studies in Second Language Learning and Teaching
              Type: main
ResultId 1