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will tend to prioritize meaning rather than language forms. Besides,according to the theory of limited information-processing, learner’s processingcapacity is limited, namely if they achieve one aspect of fluency, accuracy, orlanguage complexity, and the other two aspects will be reduced.

Table 3.2 One-wayANOVAresults of four groups’pre-test writing

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Chapter Three Methodology .......................... 25

3.1 Research Questions.....................................25

3.2 Participants...............................25

Chapter Four Results and Discussions .................... 33

4.1 Results......................33

4.1.1 Effects of Task Complexity along Resource-Directing Dimension onWriting Performance...................33

4.1.2 Effects of Task Complexity along Resource-Dispersing Dimension onWriting Performance..........................36

Chapter Five Conclusion .................. 48

5.1 Summary of the Major Findings..............................48

5.2 Implications of the Study.........................49

Chapter Four Results and Discussions

4.1 Results

4.1.1 Effects of Task Complexity along Resource-Directing Dimensionon Writing Performance

The first research question is to explore the effects of task complexitymanipulated by the number of elements on senior high school students’ writingperformance. Participants have to complete the complex writing task which needs toconsider six elements, but for the simple task, participants need to consider threeelements. After the experiment, 72 compositions were collected, then they werecalculated by the computer. The results are analyzed by SPSS 24, and they will bepresented in turn. To begin with, the study reports the effects of task complexity onfluency and accuracy. Secondly, the effects of task complexity on syntacticcomplexity and lexical complexity are presented.

In order to solve the first research question, an independent-sample t-test is used.Table 4.1 displays the results of the independent t-test for the writing performance offluency between tasks dealing with three and six elements. W/T (the total number ofwords per T-unit) and W/M (the total number of words per minute) are used tomeasure fluency. The mean score of W/T is 9.12 (SD=0.74) in the complex task whilethe mean score of W/T in the simple task is 8.36 (SD=1.30). There is a significantdifference between the two groups (t=-3.04, p=0.003). The mean score of W/M is 3.72(SD=0.20) in the complex task while it is 3.63 (SD=0.19) in the simple task. Nosignificant difference is observed between the two groups (t=-1.96, p=0.054).

Table 4.1 Results of independent t-tests of fluency between groups of three andsix elements

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Chapter Five Conclusion

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