A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1? (2024)

Khushik, G. A. (2024). Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?. Assessing Writing, 60, Article 100839. https://doi.org/10.1016/j.asw.2024.100839

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Khushik, Ghulam Abbas

Lehti tai sarja: Assessing Writing

ISSN: 1075-2935

eISSN: 1873-5916

Julkaisuvuosi: 2024

Ilmestymispäivä: 09.04.2024

Volyymi: 60

Artikkelinumero: 100839

Kustantaja: Elsevier

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.asw.2024.100839

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/94616

Tiivistelmä

This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as well as variations in their native language. To assess the impact of the learners' native language and pedagogical methods on syntactic complexity features, twelfth grade EFL students from Upper-Secondary schools in both nations were given identical instructions and time limits to complete an English academic essay on the same topic. The study utilized L2 syntactic complexity analyzer (L2SCA) to extract fourteen syntactic complexity features, and Mann-Whitney U Tests were used to analyze the differences in the syntactic complexity features between the two groups. The study has revealed significant differences between Finnish and Pakistani EFL learners due to variations in their native language and the effects of pedagogical methods on syntactic complexity features. The implications of this study extend to language testing and assessment, the CEFR framework, and pedagogy in both Finland and Pakistan.

YSO-asiasanat: kielen oppiminen; kielitaito; kirjoittaminen; tieteellinen kirjoittaminen; lauseoppi; kompleksisuus; vieraat kielet; englannin kieli; lukiolaiset; pedagogiikka; äidinkieli

Vapaat asiasanat: Learners' L1; NLP automated tools and Syntactic Complexity of EFL writing; Pedagogical practices

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2024

Alustava JUFO-taso: 1