Abstract
This study conducted a corpus-based analysis using Coh-Metrix to examine the difficulty level of EFL college students’ writing. A total of 294 writing samples written by 94 college students were used for this study. The English writing samples were classified into three groups of high, mid, and low level based on the students’ final test. As for the analysis tool, Coh-Metrix 3.0 was used for lexical, syntactic, and cohesion levels and readability. As a result of the study, there were statistically significant differences among three groups in lexical analysis including descriptive indices and lexical diversity. As for syntactic analysis, there were also statistically significant differences in syntactic complexity and syntactic pattern density except for SYNNP and DRPP. In the case of cohesion analysis, there were statistically significant differences in all indicators in the referential cohesion and LSA except for LSAPP1. Finally, there were statistically significant differences in readability including FRE and FKGL. Based on the results of this study, pedagogical implications on using Coh-Metrix as a useful and evaluation tool on students’ writing and several suggestions for further studies are discussed.
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