Effects of Task Complexity on Text Easibility and Coherence of EFL Learners’ Narrative Writing

This study was carried out to examine the effects of task complexity on text easibility and coherence in narrative writing EFL learners. Data were collected from 41 Turkish learners during a course. Task operationalized at two levels as complex simple based resource-dispersing variables Robinson’s Triadic Componential Framework, +/- structure. Accordingly, colorful picture first illustrated board, students asked for five minutes (complex /-TS). They then write story they had seen (simple /+TS). Two weeks later, given sheet involving 16 pictures designed an order narrate these pictures. Their essays analyzed by researcher another rater terms through analytic rubric. An automated program used evaluate indices narrativity, syntactic simplicity, word concreteness, referential cohesion, deep cohesion. The results with Wilcoxon signed-rank test showed that statistically significant effect some such whereas other indices, their production not affected level. However, it can be concluded students’ texts produced tasks are easier comprehend.