Multiple configurations of working memory, motivation, and emotions in L2 writing performance across task complexity levels

Despite the recognized importance of learner factors in foreign language learning, limited attention has been paid to examining how these factors jointly contribute to L2 writing performance across different levels of task complexity. Using fuzzy-set qualitative comparative analysis (fsQCA), this study adopts a configurational approach to uncover how working memory, motivation, and emotions jointly shape L2 writing performance in simple and complex tasks. A total of 256 Chinese tertiary EFL students completed an argumentative writing task under either a simple or a complex condition, the automated operation span task, and a composite questionnaire covering background information, task emotions, and motivation. The analysis revealed three sufficient configurations for high performance in the simple task and four in the complex task. Across both conditions, components of task motivation emerged as core conditions, with expectancy for success playing a particularly central role. Working memory also featured prominently in multiple configurations. In addition, task enjoyment and anxiety demonstrated complementary effects in the complex task. These findings highlight multiple pathways to successful L2 writing performance and underscore the value of configurational approaches for uncovering equifinal pathways in task-based L2 writing research.