One claim of Robinson’s Cognition Hypothesis predicts that more cognitively complex tasks will promote greater uptake and retention of linguistic forms enhanced by interactional feedback such as recasts. The present study tested this claim by examining whether the task design variable ± visual support affected the amount of uptake produced by learners in response to recasts and the relationship between uptake and L2 development. The study employed a pretest-posttest-delayed posttest design, with three treatment sessions. The participants were 54 adult EFL learners, randomly assigned to two experimental and a control group. Both experimental groups performed picture description tasks and received recasts targeting the past progressive. In the complex task condition, participants could not view the pictures while describing them, whereas, in the simple condition, they could do so. The pre and post test included two oral production tasks designed to assess any changes in the learners’ ability to use the past progressive. Multiple regression analyses revealed that although task complexity did not affect the rate of learners’ uptake, it did modulate the relationship between uptake and L2 development. Uptake was a strong positive predictor of development when learners carried out less complex tasks, but was not significantly associated with development when learners carried out more complex tasks.
2015. Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics 36:6 ► pp. 1393 ff.
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3 ► pp. 851 ff.
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia, ► pp. 143 ff.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1 ► pp. 1 ff.
Moghaddam, Seyyed Reza Mousavi & Fatemeh Behjat
2014. Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English. Journal of Language Teaching and Research 5:4
Rezaei, Amir & Antonella Valeo
2023. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts. International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1271 ff.
Révész, Andrea
2012. Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. Language Learning 62:1 ► pp. 93 ff.
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1 ► pp. 148 ff.
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