Abstract

MAHMOOD, Muhammad A.; BANO, Noshaba; IMRAN, Muhammad  and  ALMUSHARRAF, Norah. Exploring the relationship between syntactic complexity, error types, and pedagogical implications in advanced writing: A quantitative analysis. Reading & Writing [online]. 2026, vol.17, n.1, pp.1-10. ISSN 2308-1422.  https://doi.org/10.4102/rw.v17i1.587.

BACKGROUND: This study investigates the relationship where common linguistic errors may act as constraints on the attainment of syntactic complexity and explores the resulting pedagogical implications in advanced writing. OBJECTIVE: The exploration of error patterns has been conducted to analyse sentence structure and instructional strategies in the advanced writing teaching process. The main objective of the research is to find a connection between the common linguistic errors that might serve as barriers to syntactic complexity being achieved, and a discussion of consequent pedagogical implications in advanced writing. METHOD: The investigation employs a quantitative approach in which the essays of 100 undergraduate students are analysed, and the relationship between the different features of syntactic complexity is examined. The features of syntactic complexity in the research studied include the mean number of words before the verb (SYNLE), the average number of modifiers per noun phrase (SYNNP), and sentence-to-sentence similarity. In contrast, the types of linguistic errors analysed include noun errors, form errors, and punctuation mistakes. The syntactic complexity features are drawn from the Coh-Metrix software, which provides measures of text cohesion and coherence RESULTS: The study reveals a significant negative correlation between noun and form errors and syntactic complexity. These errors, in particular, lead the writers to simplify their sentence structures, resulting in shorter pre-verbal segments and a drop in cohesion and coherence. In contrast, other error types, such as lexis and punctuation errors, have very weak or no correlation with the features of syntactic complexity. CONCLUSION: Highlighting noun mistakes and grammar errors as writing instruction issues is one of the most significant findings these results point to. They also indicate that the inclusion of syntactic complexity metrics in automated writing systems may help provide very nuanced feedback, thus allowing the writers to work on their sentence sophistication and the coherence of their texts. CONTRIBUTION: The study has a major impact on research in second language writing and syntactic analysis, as it empirically demonstrates that noun and form errors are associated with sentence complexity and textual cohesion. In addition, it has led to the drawing of practical insights for writing training and the creation of automated feedback tools aimed at refining syntax and improving coherence in advanced second language writing.

Keywords : syntactic complexity; noun errors; syntactic cohesion; advanced writing; writing instruction; pedagogy.

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