Abstract
Despite the growing body of research on the complexity, accuracy, and fluency (CAF) in second language writing, differences in CAF across ESL and EFL learner productions remain underexplored. Thus, this study sought to determine whether there is a systematic difference in the CAF of English writing among ESL and EFL college students. For this purpose, a total of 1,870 essays were collected from the International Corpus Network of Asian Learners of English-Written or ICNALE-Written. The findings reveal different patterns in various measures of CAF in the written outputs of both the ESL and EFL groups. These findings suggest that writing complexity, accuracy, and fluency are not only influenced by proficiency level but also by learners’ L1 background. Findings further show moderate to high positive correlations between and among the components of each language dimension (i. e. complexity, accuracy, and fluency). Implications for ESL writing pedagogy and future studies are discussed.
Funding statement: National University Research and Innovation Office, Grant Number: CEAS 2015-07-2S
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge
- The TRAP-BATH split in RP: A linguistic index for English learners
- L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages
- Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners
- Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions
- Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive -ing in spoken English
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge
- The TRAP-BATH split in RP: A linguistic index for English learners
- L1 transfer, proficiency, and the recognition of L2 verb-noun collocations: A perspective from three languages
- Complexity, accuracy, and fluency in the argumentative writing of ESL and EFL learners
- Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions
- Universals and transfer in the acquisition of the progressive aspect: Evidence from L1 Chinese, German, and Spanish learners’ use of the progressive -ing in spoken English