Measuring the Impact of Logical Metafunction on Syntactic Complexity

An Experimental Study of Pakistani ESL Learners at Secondary Level

Bibliographic Data

ID22255751
AuthorsMuhammad Abrar (0000-0001-8247-7686, Government College University, Faisalabad), Hafiz Muhammad Qasim (Government College University, Faisalabad)
Year2024
Volume8
Issue1
Publication date2024-03-31
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePAKISTAN LANGUAGES AND HUMANITIES REVIEW (JOURNAL)
Journal identifiersISSN: 2708-6453 • E-ISSN: 2708-6461
PublisherPakistan Social Sciences Research Institute (PSSRI) (PUBLISHER)
DOI10.47205/plhr.2024(8-i)43
OpenAlexW4392010358
LanguageEN
References cited5

This study set out to investigate the impact of logical metafunction on syntactic complexity, and in doing so, it also measured the extent to which it impacted syntactic complexity. This study applied a one-group pre-test post-test experimental research design on 30 participants across a span of 40 sessions. To measure syntactic complexity, L2SCA accessed through TAASSC was used. A paired-sample t-test was employed in samples to make comparison of syntactic complexity deduced from the 14 indices. Furthermore, the study measured the Cohen's d values to discern the practical implication within the mean differences observed. A substantial enhancement in all indices of syntactic complexity was noted, except for one index (CP/C) which had a moderate effect. The study proved that this theory can be used by ESL educators and learners to make their writings logically connected and complex, resulting in marked enhancement of academic writing skills and language proficiency

Linguistics · Mathematics education · Natural language processing · Programming language · Syntax · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Artificial Intelligence

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