Task Complexity and Pre-writing Condition: Exploring Malaysian L2 Learners’ Perceptions on Argumentative Writing

This study examined the effects of task complexity and pre-writing condition on Malaysian L2 learners’ perceptions their argumentative writing concerning perceived difficulty, stress, confidence to perform task, interest in motivation complete task. It investigated whether dyadic triadic conditions for peer discussion modulate willingness participate learning opportunities. In a repeated-measures design, 36 university students performed six simple complex tasks different conditions: individual, dyadic, triadic. A set questionnaires that collects was administered participants upon completion. Repeated-measures ANOVA revealed while cognitively more directly weighed cognitive affective domains as predicted by Cognition Hypothesis, with before individual modulated towards T-test prompted learners be confident willing Learners performing subsequent easier, relaxing, interesting, motivating. Practising educators may sequence class based principle natural progression building learners' attempt tasks. The strengthens Keywords: perceptions; complexity; condition; difficulty;