Cognitive Demands and Emotional Responses in L2 Writing: How Task Complexity and Task-Specific Emotions Shape Learners' Performance.

For mental effort, although the difference did not reach statistical significance ( t (60) = −1.754, p = 0.084, 95% CI [−1.368, 0.090], d = 0.22), the mean rating was consistently higher in the complex task (M = 5.00, SD = 1.90) than in the simple one (M = 4.36, SD = 1.77). 3.3.4.

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Although descriptive trends pointed to slightly lower enjoyment ( M diff = 0.04, 95% CI [−0.44, 0.52], t (60) = 0.164, p = 0.870, d = 0.021) and boredom ( M diff = 0.06, 95% CI [−0.50, 0.61], t (60) = 0.206, p = 0.837, d = 0.026), along with higher anxiety ( M diff = −0.05, 95% CI [−0.79, 0.69], t (60) = −0.133, p = 0.894, d = −0.017) in the complex task, these differences failed to reach statistical significance.

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