Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Mahmoud Abdi Tabari; Toni A. Ivey

doi:10.5294/5279

Autores/as

Mahmoud Abdi Tabari Autor/a Oklahoma State University
Toni A. Ivey Autor/a Oklahoma State University

DOI:

https://doi.org/10.5294/5279

Palabras clave:

complejidad de la tarea cognitiva, actuación lingüística, enfoque de métodos mixtos.

Resumen

Este artículo ofrece una revisión metodológica de investigaciones previas sobre la complejidad de tareas cognitivas, desde que surgió término en 1995, e investiga por qué tanta investigación era más cuantitativa que cualitativa. Por otra parte, arroja luz sobre los estudios que utilizaron el enfoque de métodos mixtos y determina cuál versión de los diseños de métodos mixtos se utilizaba con frecuencia. Los resultados revelan que muchos estudios en el campo de la investigación basada en la tarea cognitiva usaban un diseño experimental cuantitativo más que cualitativo para recoger e interpretar sus resultados. Estos estudios se orientan más al postpositivismo apoyado por una epistemología objetivista. Sin embargo, pocos estudios utilizaron el enfoque de métodos mixtos para considerar los efectos de la complejidad de la tarea cognitiva en el desempeño lingüístico en contexto de L2. La perspectiva teórica detrás de estos estudios fue el pragmatismo. Los estudios de métodos mixtos sólo utilizan el diseño secuencial explicativo para recoger datos e interpretar sus resultados, mientras que otras versiones de los diseños de investigación de métodos mixtos se quedaron sin definir. Para concluir, el documento identifica la brecha actual en la metodología de los estudios y ofrece recomendaciones sobre cómo obtener resultados más amplios y generalizables mediante la utilización de otras versiones de los estudios de métodos mixtos.

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Biografía del autor/a

Mahmoud Abdi Tabari, Oklahoma State University

A PhD student in Education with the emphasis on Literacy. My research interests include second language acquisition, content-based instruction, and L2 writing.

Toni A. Ivey, Oklahoma State University

Toni A. Ivey is an Assistant Professor of Science Education in the School of Teaching and Curriculum Leadership at Oklahoma State University. She also serves as co-director for the Center for Research on STEM Teaching and Learning as well as instructs graduate students in conducting and designing mixed methods research.

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