Effects of task type practice on the Japanese EFL university student's writing : A longitudinal study utilizing multi-level text analysis

我们从动态系统的角度考察了日本EFL学生如何在一年的时间里每周重复一项计时写作任务来改变他们的二语写作。我们发现：(1)当分析整个班级时，语法复杂性的提高幅度大于流利性；(2)对语法复杂性和词汇复杂性有长期的影响，但对写作的这几个方面的短期影响很小；(3)如果学生在完成计时写作任务后用日语写出详细的反思性评论，他们的流利性显著提高。

We investigated from a dynamic systems perspective how Japanese EFL students changed their L2 writing by repeating a timed-writing task every week for one year. We found(1) that grammatical complexity rose to a greater extent than did fluency when a class as a whole was analyzed, (2) that there was long-term effects on grammatical complexity and lexical complexity, but few short-time effects on these aspects of writing, and (3) that if students wrote detailed reflective comments in Japanese after a timed-writing task, their fluency was improved notably.