Cognitive-affective dynamics in L2 oral performance: interplay of working memory, task emotions, and task complexity

This study examined the independent and interactive effects of working memory and task emotions on second language (L2) oral performance across tasks differing in cognitive complexity. Sixty-three intermediate Chinese learners of English completed two working memory measures (operation span and digit span), performed simple and complex oral tasks, and reported their task anxiety and task enjoyment. Results showed that increased task complexity reduced fluency at the group level, while comprehensibility and accentedness remained stable across task conditions. Linear mixed-effects analyses revealed dimension-specific patterns. For fluency, task enjoyment emerged as a significantly negative predictor, with a significant interaction between task anxiety and task enjoyment. For comprehensibility, operation span showed a positive association and interacted significantly with task anxiety. For accentedness, no main effects were found, but a significant interaction between operation span and task anxiety was identified. These findings provide qualified support for integrated cognitive–affective accounts by demonstrating that working memory and task emotions jointly shape L2 oral performance in a dimension-specific manner. Pedagogically, the results suggest that the effects of task complexity are contingent upon learners’ cognitive resources and emotional states, highlighting the importance of considering both factors in task design.