In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate‐level Saudi learners of English (N = 93) performed a written task biweekly over the course of a whole semester. To control for text type, mode and tenor were fixed at each data elicitation moment, but field was varied in these writing tasks to keep learners engaged. Using Bayesian generalized additive mixed models and mixed location‐scale models, we analyzed specific ways that groups and individuals changed across time over the course of each task iteration and in relation to previous points. Our results showed that learners’ task performance demonstrated nonlinearity, stability, and variability with meaningfully different effects on individual and group‐level development over time.

中文翻译：

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模拟第二语言写作中任务重复的影响：检查个体间和个体内的变异性


在本文中，我们报告了程序性任务重复对学习者任务表现（即与词汇复杂性相关的句法复杂性）影响的纵向研究。我们研究了任务重复如何导致每个任务间隔内小组和个人层面的差异（时间= 7）。沙特中级英语学习者（氮= 93）在整个学期中每两周完成一次书面任务。为了控制文本类型，每个数据获取时刻的模式和语气都是固定的，但这些写作任务的领域是不同的，以保持学习者的参与。使用贝叶斯广义加性混合模型和混合位置尺度模型，我们分析了群体和个体在每次任务迭代过程中随时间变化的具体方式以及与先前点的关系。我们的结果表明，学习者的任务表现表现出非线性、稳定性和可变性，随着时间的推移，对个人和群体水平的发展产生有意义的不同影响。