الملخص الإنجليزي
The current study examined the effects of task complexity on L2 written performance at Sultan Qaboos University in the Sultanate of Oman based on the analyses of 42 written data produced by Omani undergraduate students under different task complexity conditions. This was achieved through testing the following hypothesis: There is statistically significant differences between the mean scores of students' performance in the simple and complex tasks. To examine the study hypothesis, the simple task was administered to measure students' writing performance and then the complex task was implemented after manipulating the complexity of the task along the proposed task complexity dimension of Here-and-Now VS. There-andThen in Robinson (2001, 2006). Inter-rater reliability of the tests were obtained and found to be (0.93). After analyzing the data statistically using the repeated measures ANCOVA, the findings revealed that students' written performance in the complex task was significantly higher than their performance in the simple task after controlling written proficiency and free recall ability variables. This study carries significant implications for educators and SLA researches,
Keywords: task, complexity, written performance.
