Vasylets, OlenaMarín, Javier2023-03-012023-03-012022-07-272226-471Xhttps://hdl.handle.net/2445/194402[eng] In this paper we make a proposal that writing modality (pen-and-paper versus computer-based writing can be conceptualized as a cognitive task complexity factor. To lay ground for this theoretical proposal, we first review previous adaptations of cognitive task-based models to second language (L2) writing. We then compare pen-and-paper and computer-based writing modalities in terms of their general characteristics, outline the main tenets of multidisciplinary theoretical models which attribute learning and performance-related importance to writing modality, and review the available empirical evidence. From this we draw theoretical and empirical justification for our conceptualization of writing modality as a task complexity dimension. After outlining our conceptual view, we proceed with the review of the methods which could be used to independently assess cognitive load in paper and computer-written L2 tasks. In the conclusion, implications and suggestions for future research are provided.17 p.application/pdfengcc-by (c) Vasylets, Olena et al., 2022https://creativecommons.org/licenses/by/4.0/Adquisició d'una segona llenguaEnsenyament de l'escripturaCal·ligrafiaMecanografiaSecond language acquisitionPenmanshipCalligraphyTypewritinginfo:eu-repo/semantics/article7311392023-03-01info:eu-repo/semantics/openAccess