Conceptualizing and measuring short-term changes in L2 writing complexity

By Bram Bulté, Alex Housen. 2014

415 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9f8b827e7277e4ce3a51ba7cf2fa6fb3ec1ba069

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. P. Uccelli
2. Wenjuan Qin
3. Scott Andrew Crossley
4. Danielle S. McNamara
5. K. Kyle

In Language and Linguistics

1. P. Uccelli
2. Wenjuan Qin
3. Scott Andrew Crossley

In Literature and Literary Theory

1. P. Uccelli
2. Wenjuan Qin
3. Scott Andrew Crossley

Citations in the corpus

• Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “Using the same corpus, Bulté and Housen (2014) also found increases in measures of syntactic complexity at all levels of structure (phrasal, clausal, and sentential), but no significant change inmeasures of lexical complexity (e.g., lexical diversity/richness).”
• Linguistic features in writing quality and development: An overview (2020, result): “Similar findings have been reported for mean length of T-unit increases over a single semester of study (Bulté & Housen, 2014).”