Volume 56, Issue 2
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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The current study investigates whether the CAF (complexity, accuracy, and fluency) analysis framework, frequently used in L2 studies of English and other languages, may effectively analyze L2 essays in Chinese, a language typologically different from English. CAF measures were examined for both their discriminative and predictive effects for L2 Chinese writing quality. The results revealed that most of the measures captured linguistic differences between lower-score and higher-score essays. Similar to findings in other L2s, more advanced L2 Chinese learners achieved syntactic complexification increasingly through phrasal features in their essays, in contrast to lower-level learners. The predictive effects of the measures for writing quality differed between lower-score and higher-score essays. T-unit length, a syntactic measure successfully analyzing Indo-European languages, did not serve as an effective predictor for L2 Chinese textual quality. The current study provides implications for both L2 writing research and L2 writing curriculum.


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