04107ntm a2200301 a 4500001001400000003000700014005001700021008004100038020002200079039004700101040000800148090002900156100002200185245013400207260003400341300004600375500005100421502013300472504003000605520265900635610006603294650004503360650001103405952013103416952014103547999002503688999009203713vtls000093893KUKTEM20251117113322.0160316t2015    my a   f      000 0 eng d  aTHE0005467(Local) 9a201905151735bhanafiahy201603161632zhuda  aUMP  aPBMSK .S53 2015 r Thesis0 aShamsurahman Adel1 aExamining the effect of wiki-based corrective feedback and task complexity on l2 learner written productions /cShamsurahman Adel  aKuantan, Pahang :bUMP,c2015  axxi, 152 p. :bill. ;c30 cm. +e1 CD-ROM  aCenter for Modern Languages and Human Sciences  aThesis (Master of Humanities Technology (English Languages & Professional C0mmunication)) -- Universiti Malaysia Pahang – 2015  aBibliography : p. 129-1423 aPrevious  studies  have  examined  the  effectiveness  of  different  types  of  correctivefeedback  (CF)  on  second  language  (L2)  learners’  writing  (Ahmadi  et  al.  2012;  Farid  & Samad,  2012;  Kamberi,  2013;  Lyster  &  Sato,  2010).  However,  little  has  examined  the effects  of  feedback  on  L2  writing  via  wiki  (Zailin,  Nik  &  Ainol,  2012)  particularly  when task complexity  factor is concerned (Adams, Newton, Amani, & Nik, 2014).  Therefore, the current study intended  to  examine  the  effects  of implicit corrective feedback (ICF)  and task complexity on complexity, accuracy and fluency (CAF) of L2 learner written production via a  web  2.0  tool,  i.e.  wiki.  Thirty-seven  L2  learners  of  engineering  majors  at  a  technical university in Malaysia participated in the study. The data was  collected  in two stages as a pretest  and posttest.  The learners were randomly assigned to +reasoning dema nd (+RD) and reasoning  demand  (-RD)  conditions  based  on  task  complexity  framework  (Robinson, 2007).  During  pretest,  the  learner s  were  asked  to  write  an  essay  on  their  wiki  pageindividually  for  one  hour.  Learners  in  the  complex  task  (+RD)  group  were  given  causal reasoning  factors  as  the  points  to  be  included  in  the  content  while  learners  in  the  less complex task (-RD) group were given freedom to include any points in the content of their essay writing. ICF was given to each of the essay in a week interval.  During posttest, each learner was required to revise his/ her essay based on the  treatment , i.e., ICF,  for one hour. Collected data from pre and posttests were analyzed using t test. Resul ts by means of pairedsamples  t  test indicated that  wiki-based ICF  significantly affected  accuracy,  fluency and  a part of the lexical complexit y of learner  written productions. An increase in task complexity in  monologic  task  along  resource-directing  variable  (+/-reasoning  demand),  on  the  other hand,  pushed  learners  to  create  more  accurate  writing  while  fluency  decreased,  and  no significant effect  of an  increase in task complexity was  found on complexity. Results of the study  also  indicated  that  an  increase  in  task  complexity  along  resource -directing  variable (+/-reasoning  demand)  and  ICF  via  wiki  affected  accuracy  of  learner  written  productions while no effect was  found on complexity and fluency of their written productions. The study highlighted  that  ICF  via  wiki  and  task  complexity  deemed  important  in  an  L2  setting  in which both may affect learner written productions.20aCenter for Modern Languages and Human SciencesxDissertations 0aUniversities and CollegesxDissertations 0aTheses  00102lcc4071a20000b20000d2019-09-04l0oPBMSK .S53 2015 r Thesisp0000107854r2019-09-04 00:00:00t1w2019-09-04yTHESIS  00102lcc4071a20000b20000d2019-09-04l0oCD 9687 | PBMSK .S53 2015 r Thesisp0000107855r2019-09-04 00:00:00t1w2019-09-04yTHESIS  aVIRTUA40c6644d6650  aVTLSSORT0080*0200*0400*0900*1000*2450*2600*3000*5000*5020*5040*5200*6100*6500*6501*9992