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<p>The study traced the development and interactions of complexity, fluency, and accuracy (CAF) in the oral production of six advanced Chinese EFL learners over a semester, adopting a Complex Dynamic Systems Theory perspective. Employing six progressive-sensitive CAF indices, we examined group-level trajectories as well as individual variation and variability. CAF development at the group level was asynchronous and non-linear, characterized by distinct trends. Specifically, lexical diversity displayed a fall-rise pattern, shifting from a decline to an increase. In contrast, overall syntactic complexity declined. Accuracy progressed with an overall improvement, while fluency demonstrated a decreasing trend. Individually, the interactional patterns diverged further: fluency and syntactic complexity often supported each other while accuracy competed with either syntactic complexity or fluency. The developmental paths and interactions were influenced by cognitive trade-offs, learners’ L2 proficiency, educational context, and fatigue. These findings corroborate CDST tenets that L2 oral development is non-linear and adaptive, implying the need for pedagogical approaches that accommodate individual variability through targeted instruction and feedback.</p>

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The developmental dynamics of complexity, accuracy, and fluency in advanced Chinese EFL learners’ oral production

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月26日

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  • Yu Wang,
  • Kailu Wang,
  • Li Tao

摘要

The study traced the development and interactions of complexity, fluency, and accuracy (CAF) in the oral production of six advanced Chinese EFL learners over a semester, adopting a Complex Dynamic Systems Theory perspective. Employing six progressive-sensitive CAF indices, we examined group-level trajectories as well as individual variation and variability. CAF development at the group level was asynchronous and non-linear, characterized by distinct trends. Specifically, lexical diversity displayed a fall-rise pattern, shifting from a decline to an increase. In contrast, overall syntactic complexity declined. Accuracy progressed with an overall improvement, while fluency demonstrated a decreasing trend. Individually, the interactional patterns diverged further: fluency and syntactic complexity often supported each other while accuracy competed with either syntactic complexity or fluency. The developmental paths and interactions were influenced by cognitive trade-offs, learners’ L2 proficiency, educational context, and fatigue. These findings corroborate CDST tenets that L2 oral development is non-linear and adaptive, implying the need for pedagogical approaches that accommodate individual variability through targeted instruction and feedback.