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The diversity in language learners not only includes demographic factors such as age, gender and educational background, but also includes psychological aspects; namely interest, need, and motivation. However, it is often the learners' mixed language proficiency which causes major problems in the classroom. The current study aimed to investigate the effectiveness of the design and implementation of a series of multilevel writing tasks, created to address the issues of mixed-ability groups, by offering choices for learners to work on the task levels appropriate to their proficiency. The findings from the analysis of the learners' texts suggested that intask supporting features helped to facilitate the participants' fulfilment of task demands; hence, increased task manageability. Additionally, it was found that these supporting features assisted with the learners' development of writing proficiency by raising their awareness of text structures and associated language forms.



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