Enhancing Syntactic Complexity in EFL Writing Through Dialogic One-to-One Feedback: A Longitudinal Study with Pre-Service Teachers
This study examines the longitudinal development of syntactic complexity in the academic writing of pre-service teachers of English as a Foreign Language (EFL) through one-to-one tailored feedback. The analysis is based on Swain’s (1985) Output Hypothesis and Long’s (1996) Interaction Hypothesis and considers the role...