Higher task complexity is associated with lower written production of the target form among child learners receiving recasts¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The simple information-gap task group outperformed the +complex and ++complex groups on written production post-test scores. → Lihui Lv & Chunyan Liu 2022
Evidence¶
Lihui Lv & Chunyan Liu 2022¶
Lihui Lv & Chunyan Liu. (2022). Recast, Task Complexity and Child Learners' L2 Development. English Language Teaching, 15(9). https://doi.org/10.5539/elt.v15n9p95
q2 · i? · causal · r1
One-way ANOVA on written post-test scores of the three intact-class groups (N=30, 32, 30) after task treatment with recasts. The article concludes "the task complexity is negatively correlated with the written production post-test scores".
"there were significant differences (F=10.136, p=0.000) among the three groups in post-test of written production, with the information gap (simple) group (M=12.87) outperforming the problem solving group (+complex) (M=10.41) and decision making group (++complex) (M=8.50)."
Discussion¶
Related Claims¶
- Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — the general claim this finding bears on, with the studies behind it
- Child EFL learners receiving recasts in task-based lessons improve their production of third person singular -s from pretest to posttest, in a study with no no-recast comparison group — related
- Task complexity shows no significant effect on child learners' oral production of the target form when receiving recasts — related
- Oral language development on a task follows at least three distinct patterns: fluency, complexity, or both — related
- Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
task-complexity-negatively-related-child-written-production |
title |
Higher task complexity is associated with lower written production of the target form among child learners receiving recasts |
description |
Higher task complexity is associated with lower written production of the target form among child learners receiving recasts |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lihui-lv-chunyan-liu-2022 |
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