عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Research on task-based instructions attempted to identify types of task that enhance learning and also those variables related to both learners and teachers for successful achievement of objectives; one of these variables related to learners is anxiety. The present study attempts to find out whether there is any relationship between task complexity (the two situations of preplanning time for writing task performance) and task difficulty (the level of anxiety of the performers). 64 learners who were similar in their levels of trait anxiety and language proficiency from among the total number of 13 7 upper intermediate learners were divided into two groups of 32 to perform a writing task in the two different situations of task complexity. The result of the study indicates that there is a positive correlation between task complexity and task difficulty. In addition, there is a significant difference between the performances of the performers in the two different conditions.