Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts

Mostafa, Tamanna; Crossley, Scott A.

doi:10.1016/j.jslw.2020.100730

Cited by 28 publications

(15 citation statements)

References 45 publications

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“…Further, genre/task/content also play roles in syntactic complexity in writing and L2 proficiency is also "a powerful source of influence that modulates syntactic complexity" (Ortega 2015, p. 88). These issues were proved in Yoon's (2017) as well as Mostafa and Crossley's (2020) studies. Therefore, the effect of WCF strategies on L2 syntactic complexity is a matter which continues to be a subject of controversy and requires more meticulous studies.…”

Section: Introductionmentioning

confidence: 93%

Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

Valizadeh¹,

Soltanpour²

2021

Eurasian Journal of Applied Linguistics

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This experimental study, using a pretest-treatment-posttest design, compared the effects of focused direct written corrective feedback and additional writing practice on L2 learners' written syntactic complexity. The participants were 60 Iranian elementary EFL learners, whose L2 proficiency as well as L2 writing syntactic complexity and accuracy were controlled by administering the Oxford Quick Placement Test and a paragraph writing test. They were assigned to two groups: Focused direct corrective feedback (FDCF) and additional writing practice without feedback (No CF). The investigation included five sessions and lasted for three weeks. Every session, each participant wrote a paragraph of descriptive type in class. The experimental group received FDCF, while the control (i.e. No CF) group was provided only with additional writing practice. Lu's (2010) web-based L2 Syntactic Complexity Analyzer was utilized to calculate the five indices of syntactic complexity measures, including mean length of clause (MLC), mean length of sentence (MLS), mean length of T-unit (MLT), clauses per sentence (C/S), and verb phrases per T-unit (VP/T). The MANOVA test revealed no statistically significant difference between the two groups.

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Section: Introductionmentioning

confidence: 93%

Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

Valizadeh¹,

Soltanpour²

2021

Eurasian Journal of Applied Linguistics

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“…She found that mean length of TTCU differentiated L2 Chinese proficiency levels in both speaking and writing tasks and that complex TTCU ratio differentiated L2 Chinese proficiency in writing tasks. Notably, although L2 English writing studies have commonly validated syntactic and phraseological complexity features both for their ability to differentiate L2 proficiency levels and for their predictive power for L2 writing quality (e.g., Biber et al., 2016; Casal & Lee, 2019; Crossley, 2020; Garner, Crossley, & Kyle, 2019; Kyle & Crossley, 2018; Mostafa & Crossley, 2020; Yang, Lu, & Weigle, 2015), neither Jin (2007) nor Yu (2021) examined the relationship of TC‐unit‐based indices to L2 Chinese writing quality.…”

Section: Background Literaturementioning

confidence: 99%

Word‐Combination‐Based Measures of Phraseological Diversity, Sophistication, and Complexity and Their Relationship to Second Language Chinese Proficiency and Writing Quality

2022

Language Learning

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This study investigated the relationship of a set of word‐combination‐based measures of phraseological diversity, sophistication, and complexity to second language (L2) Chinese proficiency and writing quality in comparison to that of a set of large‐grained topic‐comment‐unit‐based measures. Our dataset consisted of 101 assessed narratives produced by Korean learners of Chinese as a L2 at 3 proficiency levels. Multiple phraseological measures exhibited stronger correlations with quality ratings and/or larger effect sizes for proficiency than did the large‐grained topic‐comment‐unit‐based measures. Measures pertaining to language‐specific features, including topic‐comment‐unit‐based measures and phraseological measures based on language‐specific word combination types, exhibited stronger discriminative power for intermediate and advanced levels than for beginning and intermediate levels. Our results also revealed the importance of predicate‐related combinations in assessing L2 Chinese phraseological diversity and complexity. We discuss the implications of our findings for L2 Chinese writing research and L2 Chinese pedagogy.

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“…On the other hand, other research paid attention to the difficulties that prevent developing the quality of writing among EFL learners, such as: difficulties in writing English composition in terms of style, grammar, spelling, punctuation, lexical choice, vocabulary usage variations, content, lexical competence, organization, idea and paragraph development, and mechanism that have a negative impact on the content and the general comprehension of texts (Abbuhl, 2005;Alotaibi, 2015;Austin, 2020;Chen, 2019;Crossley, 2020;Dastjerdi & Samian, 2011;Graham, 2006;Jagaiah, et al, 2020;Lin & Chen, 2020;McNamara, et al, 2010;McNamara & Crossley, 2014;Moats, et al, 2006;Mostafa & Crossley, 2020;Noblesa & Paganucci, 2015;Valizadeh, 2021;and Wingate, 2010). Further, the study of Graham (2006) showed that lack of mastery in constructing syntactically complex sentences may inhibit students' ability to effectively translate thoughts and ideas into high-quality writing.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Vocabulary Strategy Training on EFL Majors' Quality of Writing

السعود

الهلالی²,

العال³

2022

التربیة (الأزهر): مجلة علمیة محکمة للبحوث التربویة والنفسیة وال

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The present research aimed at investigating the effect of vocabulary strategy training in developing writing quality among third year EFL majors at the Faculty of Education, Al-Azhar University. To fulfil the purpose of the research, the quasi-experimental method was adopted (pretest -posttest control group design). A vocabulary learning strategy questionnaire and a writing quality test with a scoring rubric were developed by the researcher for collecting the target data after assuring their validity and reliability. The participants, totalling (64), were randomly selected form the third year EFL majors at the Faculty of Education in Dakahlia, Al-Azhar University. They were assigned into two groups: An experimental group (N= 32) and a control one (N=32). The statistical analysis of the elicited data using independent samples t-tests revealed that there was a statistically significant difference between the mean scores attained by the experimental group and the control one underscoring the effectiveness of the explicit vocabulary strategy training in developing writing quality as the effect size was large (Cohen's d = 1.84). The research recommended utilizing vocabulary strategy training as a framework for developing students' writing quality and other language skills.

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Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts

Cited by 28 publications

References 45 publications

Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity

Word‐Combination‐Based Measures of Phraseological Diversity, Sophistication, and Complexity and Their Relationship to Second Language Chinese Proficiency and Writing Quality

The Effect of Vocabulary Strategy Training on EFL Majors' Quality of Writing

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