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?

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.