Syntactic complexity in individual, collaborative and E-collaborative EFL writing: mediating role of writing modality, L1 and sustained development in focus

Abstract

This study investigates the potential of individual, collaborative, and E-collaborative writing modalities on the development of syntactic complexity (SC), their sustained effect on SC development, and the potential meditating role of SC of L1 (First Language) in SC of L2 (Second Language). To this end, 90 Iranian intermediate EFL learners participated in individual, collaborative, and E-collaborative writing treatments for 10 sessions. L2 SC on three measures of pre, post, and delayed posttests in three writing modalities were assessed using multidimensional SC measures. Besides, the role of L1 syntactic complexity preferences in L2 SC was examined. The results of ANOVA (analysis of variance) and Repeated Measure ANOVA indicated that individual writing had the highest potential in developing SC of L2 in comparison with other writing modalities. As far as sustainable development is concerned, only the effect of collaborative writing was sustained in delayed posttest. Regression through mediation analysis indicated that the degree of syntactic complexity in L1 significantly mediated L2 SC under individual writing and its mediating effect faded away in collaborative and E-collaborative writing. Analysis of students' perceived efficacy of writing modalities through theme elicitation analysis of students' reflective essay suggests that the centrality of the role of instructors, group leadership and environmental supports in computer mediated learning need to be revisited. Implications and future research directions were discussed.