• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.315-319
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• 2022

This study investigates longitudinal writing development in terms of syntactic complexity using linear mixed effects (LME) model. This study employs essays written by four case study participants. Participants voluntarily wrote essays outside of the classroom and submitted the first and second drafts, after reflecting on the automated writing evaluation feedback (i.e., Criterion) every month over one year. A total of 48 first drafts were analyzed and syntactic complexity features were selected from Syntactic Complexity Analyzer. Results of LME showed that there was a significant positive linear relationship between time and mean length of T-unit and also between time and the ratio of dependent clauses to independent clauses, indicating that case study participants wrote longer T-units and also a higher proportion of dependent clauses over one year.