Syntactic Complexity Development in Bahraini EFL Academic Writing: An Automated and Register-Based Analysis

Abstract

This study examines the relationship between syntactic complexity and writing proficiency in EFL learners’ texts across three academic levels: Intermediate, Upper-Intermediate, and Advanced. The study utilized the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity to analyze the syntactic complexity indices detected in students’ texts. These indices were statistically compared across academic levels and examined in relation to TOEFL writing proficiency descriptors to evaluate their diagnostic validity. The study conducted a close analysis of recurrent syntactic error patterns and developmental shifts in clause versus phrase density. It was guided by the Longman Grammar of Spoken and Written English model. The findings revealed a progression from clause-based to phrasal syntactic structures in advanced-level texts and a notable decrease in syntactic error frequency. The results contribute to the growing body of research on automated syntactic analysis in EFL contexts, highlighting the importance of integrating both structural and usage-based measures in writing assessment and instruction.