This study examined the extent of perspective taking and language features represented in secondary students' text-based analytical writing. We investigated: (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students' English learner status is related to perspectives represented…

This study proposed a set of measures for assessing noun phrase (NP) complexity in second language (L2) Chinese writing and compared the predictive power of these measures for L2 Chinese writing quality to that of a set of syntactic complexity measures based on the topic-comment unit (TC-unit). Our data consisted of 101 narratives written by…

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…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…

This study examined the extent of perspective taking and language features represented in secondary students' text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students' English learner status is related to perspectives represented…

Although studies on written feedback have confirmed the effectiveness of multiple sources of feedback in promoting learners' accuracy, much remains to be discovered about its impact on other aspects of language development. Concerns were raised with regard to the possible unfavourable impact of feedback on the complexity of students' writing which…

In measuring learners' productivity in writing and speaking, there is a formulation known as syntactic and lexical complexity. This study investigates whether there is a difference in syntactic and lexical complexity between L1 and L2 writings or not. This study is quantitative research which employ Web-Based Lexical Complexity Analyser and…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

This cross-sectional study compares the written language of Thai EFL students in their first two years of university study. First- and second-year students (N = 170) wrote opinion paragraphs by hand in response to six prompts. Using automated textual analysis tools, clausal (subordination), phrasal (coordinated phrases and complex nominals), and…

Automatic essay scoring (AES) refers to the process of scoring free text responses to given prompts, considering human grader scores as the gold standard. Writing such essays is an essential component of many language and aptitude exams. Hence, AES became an active and established area of research, and there are many proprietary systems used in…

Syntactic complexity is a crucial aspect of linguistic proficiency and thus understanding and supporting such development in learners is a keen concern for language teachers. Research conducted has shown growing sophistication of noun phrase structures by writers of different abilities in academic writing (Biber & Gray, 2010; Liu & Li,…

Research has painted a pessimistic picture of students' second language (L2) writing skills in secondary education. One innovative tool that may help students foster their L2 proficiency, including writing ability, is in-class debate. Debate is commonly associated with oral communication and argumentation skills. However, debate may also offer…

When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and…

The study identified the performance of Grade 7 students enrolled in Umingan Central National High School across their academic performance in English under creative writing skill. In gathering the profile of the students and their performance in identifying morphological and syntactical errors, descriptive and correlational research designs with…