A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Khushik, Ghulam Abbas

Journal or series: Assessing Writing

ISSN: 1075-2935

eISSN: 1873-5916

Publication year: 2024

Publication date: 09/04/2024

Volume: 60

Article number: 100839

Publisher: Elsevier

Publication country: United States

Publication language: English

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

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94616

Abstract

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.

Keywords: language learning; language skills; writing; academic writing; syntax; complexity; foreign languages; English language; general upper secondary school students; pedagogy; mother tongue

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

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2024

Preliminary JUFO rating: 1