Grading and sequencing tasks based on the cognitive hypothesis

This paper represents the effectiveness of Robinson’s cognitive hypothesis in sequencing and grading tasks in A Qualitative case study.
Based on SSARC Model, an 8 week instructional course for an EFL learner was designed and applied to answer two questions:
1. To what extant does the learner’s spoken accuracy change over the increasingly cognitively complex tasks?
2. To what extant does the learner’s spoken fluency change over the increasingly cognitively complex tasks?
Robinson’s (2010) SSARC Model refers to Simple, Stable, Automatization, Restructuring, and then maximum Complexity sequence.

The material is a set of pictures from a comic strip
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