Examining the Effects of Alternate Prompts on Syntactic Complexity in EFL learners’ Essays at CEFR Levels A1, A2, and B1

Abstract

This study examines the influence of alternate topics on syntactic complexity features in argumentative essays produced by English as a Foreign Language (EFL) learners. The essays were assessed in accordance with the Common European Framework of Reference (CEFR). The study employed two automated natural language processing tools that utilized machine learning techniques to extract multidimensional syntactic complexity: sentence complexity, structure, variety, simplicity, and density. I analyzed 558 academic essays from EFL students, grades eight through twelve, on two alternate argumentative topics. T-tests were conducted to evaluate the impact of alternate topics on the writings’ syntactic features at each CEFR level (i.e. A1, A2, and B1). The results demonstrate that the topics significantly affect learners’ syntactic complexity: the length of production units, similarity, and density at each CEFR level. This study has implications for EFL testing as it provides valuable insights into the syntactic features of learners at different CEFR proficiency levels when analyzing their proficiency using alternate topics. Furthermore, the findings offer empirical support for the CEFR communicative proficiency levels.