Andrea Révész is Professor of Second Language Acquisition at the UCL Institute of Education, and one of the most active empirical researchers inside the Cognition Hypothesis programme. Her work sits at the interface of SLA, instruction, and assessment, and asks a question that task-based literature keeps coming back to: what happens, cognitively and linguistically, when you actually change what a task demands?
The contribution is methodological as much as theoretical. Révész pushes task-complexity research past self-report and offline measures into eye-tracking, keystroke logging, and stimulated recall, so claims about "cognitive demand" become testable rather than stipulated. Her 2011 Modern Language Journal paper on task complexity and form-meaning connections won the TBLT Best Research Article Award and remains a standard citation. She has edited and co-authored foundational chapters in the current Cambridge Handbook of Task-Based Language Teaching.