Relationship between Task Complexity and Learner Factors: An Analysis of Intermediate and Advanced Learners of Korean Language

Lee, Sunjin; Gye, Eunjin; Baik, Juno

doi:10.30961/lr.2024.60.1.55

Lang. Res. 60(1):55-81

pISSN: 0254-4474, eISSN: 2586-7113

DOI: https://doi.org/10.30961/lr.2024.60.1.55

Article

Relationship between Task Complexity and Learner Factors: An Analysis of Intermediate and Advanced Learners of Korean Language

Sunjin Lee¹, Eunjin Gye², Juno Baik³^,^†

Author Information & Copyright ▼

¹The Academy of Korean Studies

²Kyung Hee University

³Brigham Young University

^†Corresponding Author: Assistant Professor Department of Asian and Near Eastern Languages Brigham Young University 3089 JFSB, Brigham Young University, Provo, UT 84602, USA E-mail: juno_baik@byu.edu

ⓒ Copyright 2024 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Feb 29, 2024 ; Revised: Apr 07, 2024 ; Accepted: Apr 14, 2024

Published Online: Apr 30, 2024

ABSTRACT

This study investigated the impact of learner factors on complexity, accuracy, and fluency (CAF) when performing tasks with varying levels of complexity. The study measured working memory, language anxiety, and the scale and intensity of social interaction among 25 intermediate and 30 advanced Korean learners, as well as native Korean speakers. The results showed that the complexity of spoken language production increased with more complex tasks at the expense of accuracy, particularly among second-language learners. Conversely, native speakers maintained consistent accuracy across different task types. These findings underscore the importance of tailoring task design and implementation to individual learner profiles, which is essential for optimizing task-based language-learning environments. This study advocates a balanced approach that aligns task demands with learner needs to enhance educational outcomes.

Keywords: task complexity; working memory; language anxiety; social interaction; CAF

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