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<p>This study investigates the complex interplay of first language (L1) and educational context on syntactic complexity in young English as a Foreign Language (EFL) writers at CEFR levels A1, A2, and B1. Challenging the notion of a singular developmental trajectory, this research explores how learners’ L1 and educational experiences contribute to their syntactic development. A total of 444 EFL students aged 13–14, being Finnish and Pakistani L1 backgrounds, authored an argumentative essay in English on a controversial topic. Syntactic complexity was analyzed using automated tools, focusing on specific features such as subordination, coordination, and phrasal complexity. Statistical analyses, including MANOVA and a series of t-tests, revealed significant differences in syntactic complexity between the two L1 groups. These findings suggest that both L1 influence and educational background play crucial roles in shaping EFL learners’ syntactic development, highlighting the need for targeted pedagogical approaches and a nuanced understanding of learner diversity within the CEFR framework. The study underscores the importance of considering these factors (see Fig. 1) when assessing and supporting young EFL writers, particularly at lower CEFR levels.</p>

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Pinglish vs. Finglish: comparative insights into L1 influence on syntactic development in Finnish and Pakistani EFL learners (CEFR A1-B1)

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  • 发表日期：

    2025年11月6日

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  • Ghulam Abbas Khushik

摘要

This study investigates the complex interplay of first language (L1) and educational context on syntactic complexity in young English as a Foreign Language (EFL) writers at CEFR levels A1, A2, and B1. Challenging the notion of a singular developmental trajectory, this research explores how learners’ L1 and educational experiences contribute to their syntactic development. A total of 444 EFL students aged 13–14, being Finnish and Pakistani L1 backgrounds, authored an argumentative essay in English on a controversial topic. Syntactic complexity was analyzed using automated tools, focusing on specific features such as subordination, coordination, and phrasal complexity. Statistical analyses, including MANOVA and a series of t-tests, revealed significant differences in syntactic complexity between the two L1 groups. These findings suggest that both L1 influence and educational background play crucial roles in shaping EFL learners’ syntactic development, highlighting the need for targeted pedagogical approaches and a nuanced understanding of learner diversity within the CEFR framework. The study underscores the importance of considering these factors (see Fig. 1) when assessing and supporting young EFL writers, particularly at lower CEFR levels.