This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

Over the past two decades, reflective writing has occupied an increasingly prominent position in composition theory, pedagogy, and assessment as researchers have described the value of reflection and reflective writing in college students' development of higher-order writing skills, such as genre conventions (Yancey, "Reflection";…

This study aims to explore to what extent syntactic complexity predicts holistic scores generated by China's two prominent automated writing evaluation systems--"pigai" and "iWrite," the results of which will have some implications for the validity of these two systems. In the meanwhile, this study targets how syntactic…

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social…

The present study examines the linguistic features of Korean college students' English writings in terms of their writing quality and genre. Forty-eight Korean college students took part in the study, and their writing samples, comprised of narrative and exposition compositions, were collected to analyze on the basis of fluency and syntactic…

Dynamic written corrective feedback (DWCF) is a pedagogical approach that offers meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive written error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can…

Students' writing proficiency is measured through holistic and analytical ratings in writing assessment; however, recent studies suggest that measurement of syntactic complexity in second language writing research has become an effective measure of writing proficiency. Within this paradigm, we investigated how automated measurement of syntactic…

Ambiguities are naturally found in languages and largely categorized into lexical and syntactical ambiguities. They are responsible for ambiguous expressions and may cause confusion in readers; therefore, accurate evaluation of them is critical for clear writing which is one of the prominent prerequisites for academic writing. The literature shows…

To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of "dynamic" written corrective feedback for language gains in intensive English programs, little research has…

Based on the quantitative analysis of L2 English texts from Korean undergraduates, the present paper demonstrates the possibility of distinguishing L2 speaking proficiency with differing measures of syntactic complexity in English writing. To this end, 14 measures of complexity were gauged using an L2 Syntactic Analyzer (Lu, 2010) in 89 EFL essays…

This study investigates syntactic modifiers as part of the request speech act within email messages and builds on studies of L2 pragmatics within computer-mediated communication to identify how modifications affect perceived politeness. Enrolled in first-year composition courses, the participants formed two groups: English L1 (EL1) students (n=32)…

Syntactic complexity is considered to be an important device for assessing the quality of writing in a second language (L2), as it indicates the diversity and complexity of production units or grammatical structures. This paper studies the development of Chinese college students' syntactic complexity in essay writing by using an Automatic Writing…

This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are…

This study examines the linguistic complexity of Spanish as a second language (L2) in learners' essays across proficiency levels at two timelines of a composition class during a college semester. Data comes from 22 L2 learners of Spanish enrolled in two sections of a third-year composition class at the college level, who were assigned nine…