The effects of integrated writing on linguistic complexity in L2 writing and task-complexity

Drawing on research on task-based L2 teaching and writing, this study examines the effects of integrated writing – as a function of task-complexity – on the quality of written texts produced by intermediate learners of German at a U.S. university. Participants completed six writing tasks over ten weeks: three were based on authentic resources (two multimodal and one print-only texts), while three required learners to describe their own...