Abdi Tabari, M., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34, 1533–1555. https://doi.org/10.1111/ijal.12582
Abdi Tabari, M., Farahanynia, M., & Botes, E. (2025). Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions. Assessing Writing, 63, 100912.
Abdi Tabari, M., Lu, X., & Wang, Y. (2024). Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing. Language Awareness, 34(2),345–372. https://doi.org/10.1080/09658416.2024.2384754
Abdolrezapour, P., & Ghanbari, N. (2022). Emotional-based pedagogy and facilitating EFL learners’ perceived flow in online education. Frontiers in Psychology, 14(13). https://doi.org/10.3389/fpsyg.2022.960287
Abdolrezapour, P., & Ghanbari, N. (2025). The impact of an emotional literacy intervention on students' composing processes in EFL integrated writing tasks. Language Learning Journal, 53(3), 372–388, https://doi.org/10.1080/09571736.2025.2473477.
Alsayed-Ahmad, D., & Albert, Á. (2022). English Majors’ Flow Experiences in L2 Writing: An Interview Study. In G. Tankó & A. M. Wind (Eds.), DEAL 2022: Challenges and Opportunities in Contemporary English Applied Linguistics (pp. 227–258). Eötvös University Press. https://doi.org/10.21862/elte.deal.2022.9.227
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1–24). Cambridge University Press.
Ben Maad, M. R. (2012). Towards a Discerning Image of Learners’ Estimation of Task Difficulty and Motivation: Goal Orientations Highlighted. Asian EFL Journal, 14(3), 41–62.
Chen, O., Paas, F., & Sweller, J. (2023). A Cognitive Load Theory approach to defining and measuring task complexity through element interactivity. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09782-w
Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Cheng, Y. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417–446. https://doi.org/10.1111/0023-8333.00095
Cho, M. (2018). Task complexity and modality: Exploring learners’ experience from the perspective of flow. The Modern Language Journal, 102(1), 162–180. https://doi.org/10.1111/modl.12460
Cho, H. (2015). Effects of task complexity on English argumentative writing. English Teaching, 70(2), 107–131. https://doi.org/10.15858/engtea.70.2.201506.107
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience (1st ed.). Harper and Row.
Egbert, J. (2003). A Study of Flow Theory in the Foreign Language Classroom. The Modern Language Journal, 87, 499-518. https://doi.org/10.1111/1540-4781.00204
Fathi, J., & Rahimi, M. (2022). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning, 35(7), 1668-1706.
Frear, M. W., & Bitchener, J. (2015). The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing, 30, 45–57. https://doi.org/10.1016/j.jslw.2015.08.009
Ghanbari, N., & Abdolrezapour, P. (2021). Using emotional intelligence in an EFL integrated writing assessment. Studies in Educational Evaluation, 70, Article 101017 https://doi.org/10.1016/j.stueduc.2021.101017
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, Article 101016.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461–473. https://doi.org/10.1093/applin/amp048
Ishikawa, T. (2011). Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 307–330). John Benjamins Publishing Company.
Jackson, S. A., Martin, A. J., & Eklund, R. C. (2008). Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal of Sport and Exercise Psychology, 30(5), 561–587. https://doi.org/10.1123/jsep.30.5.561
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.001
Joo, D., & Lee, J. (2025). The effect of task complexity on young EFL learners’ listening comprehension and metacognitive awareness. International Journal of Applied Linguistics, 35(3). 1314-1325 https://doi.org/10.1111/ijal.12702
Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2), 192–212.
Kuiken, F., & Vedder, I. (2007). Cognitive task complexity and linguistic performance in French L2 writing. In M.P. García Mayo (Ed.). Investigating tasks in formal language learning (pp. 117–135). Multilingual Matters. https://doi.org/10.21832/9781853599286-009
Kuiken, F., & Vedder, I. (2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17(1), 48–60. https://doi.org/10.1016/j.jslw.2007.08.003
Li, C. (2024). Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective. Studies in Second Language Learning and Teaching, 15(1), 73–103. https://doi.org/10.14746/ssllt.43371
Li, C., Wei, L., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System, 116. https://doi.org/10.1016/j.system.2023.103074
Li, C., Wei, L., & Lu, X. (2024). Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors. The Modern Language Journal, 108(3), 741-770. https://doi.org/10.1111/modl.12954
Liu, P., Zhang, Y., & Liu, D. (2022). Flow experience in foreign language writing: Its effect on students’ writing process and writing performance. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.952044
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474–496. https://doi.org/10.1075/ijcl.15.4.02lu
McQuillan, J., & Conde, G. (1996). The conditions of flow in reading: Two studies of optimal experience. Reading Psychology, 17(2), 109–135. https://doi.org/10.1080/0270271960170201
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In Flow and the foundations of positive psychology (pp. 239–263). Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9088-8_16
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590–601. https://doi.org/10.1093/applin/amp045
Rahimi, M., & Zhang, L. J. (2018). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32(3), 761–786. https://doi.org/10.1007/s11145-018-9887-9
Révész, A., Kourtali, N.-E., & Mazgutova, D. (2016). Effects of task complexity on L2 writing behaviors and linguistic complexity. Language Learning, 67(1), 208–241. https://doi.org/10.1111/lang.12205
Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99–140. https://doi.org/10.1111/j.1467-1770.1995.tb00964.x
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57. https://doi.org/10.1093/applin/22.1.27
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL learners. SAGE Open, 9(4), 1–13. https://doi.org/10.1177/2158244019894289
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 1–14. https://doi.org/10.1016/j.jslw.2021.100837
Xu, T., & Zhang, L. J. (2023). Effects of cognitive task complexity and online planning on second language learners’ argumentative writing. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1121994
Zhan, J., Sun, Q., & Zhang, L. J. (2021). Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research, 28(3), 1011-1032. https://doi.org/10.1177/13621688211024360