Enhancing Syntactic Complexity in EFL Writing Through Dialogic One-to-One Feedback: A Longitudinal Study with Pre-Service Teachers

Abstract

This study examines the longitudinal development of syntactic complexity in the academic writing of pre-service teachers of English as a Foreign Language (EFL) through one-to-one tailored feedback. The analysis is based on Swain’s (1985) Output Hypothesis and Long’s (1996) Interaction Hypothesis and considers the role of dialogic contact and pedagogical scaffolding in the Zone of Proximal Development (ZPD) in structural development The analysis is based on Swain's (1985) Output Hypothesis and Long's (1996) Interaction.Hypothesis & Investigates the Role of Dialogic Contact and Pedagogical Scaffolding in the Zone of Proximal Development (ZPD) in Structural Development. Mixed-method study was conducted and 18 first year ELT students were followed up for six weeks through weekly writing tasks and individual feedback meetings. Quantitative data were analysed with major syntactic complexity measures, including Mean Length of T-unit (MLT), Clauses per T-unit (C/T), and Mean Length of Clause (MLC). Reflective diaries and semi-structured interviews were used to collect qualitative data to understand the students’ cognitive and affective perceptions. The quantitative results showed a statistically significant rise in all parameters. The largest increase was observed in MLT and C/T indicating more subordination and longer structural units. Qualitatively, participants felt that the one-to-one format helped them to “notice” holes in their linguistic repertoire and offered a low-anxiety atmosphere for linguistic experimentation. The study shows that a change from standardised written feedback to individualised verbal interaction is vital for promoting advanced syntactic development in teacher education programs.