To Assign a Topic or Not: Observing Fluency and Complexity in Intermediate Foreign Language Writing

Joshua D. Bonzo

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EFL/ESL Teaching and Learning Linguistic Education and Pedagogy Second Language Acquisition and Learning

Abstract

Abstract:The present study examines the written products of third‐semester German students' written productions during a timed, in‐class writing activity. Topic selection control was modulated from instructor to student during eight 10‐minute sessions. To account for order of treatment, two of the four groups were counterbalanced with the other two. Each written product was textually analyzed and categorized into a general fluency index and an overall grammatical complexity score, both of which were correlated and statistically analyzed (ANOVA). ANOVA results indicate that topic control did influence participants' written fluency but not grammatical complexity (though mean scores for complexity were higher during self‐selected topic writing). Participants' overall level of fluency was significantly higher when they selected their own topics.

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1972INTERLANGUAGE 1967THE SIGNIFICANCE OF LEARNER'S ERRORS 1965Grammatical structures written at three grade levels 2016Georgetown University Round Table on Languages and Linguistics 2001 1979The Composing Processes of Unskilled College Writers 2012Teacher response to student writing: focus on form versus content 1984Effects of the Red Pen 2012Student Motivation, Cognition, and Learning

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2014Linguistic microfeatures to predict L2 writing proficiency: A case study in Automated Writing Evaluation 2013Advancing research in second language writing through computational tools and machine learning techniques: A research agenda 2017Using the Sociocognitive-Transformative Approach in Writing Classrooms: Effects on L2 Learners’ Writing Performance 2014The Effect of Topic Selection on EFL Students’ Writing Performance

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