Measuring learners’ writing development in a Chinese as a foreign language (CFL) context

Abstract This study measured the development of multiple dimensions of textual features in L2 Chinese writing by recruiting 120 writers in a Chinese as a foreign language (CFL) program at four instructional levels. Their handwritten writing samples were manually coded for 14 indices at character, word, sentence, and organization dimensions and compared across instructional levels. The results of statistical tests showed a general trend in the development of multiple textual features from lower to higher levels; specifically, higher-proficiency CFL writers were observed to commit fewer errors in character handwriting, utilize a greater variety of words and produce longer sentences in texts, incorporate more subordinating conjunctions and a higher frequency of complex sentences, in addition to achieving better textual organization. Based on the findings, recommendations on how to enhance writing and promote learners’ writing development in CFL classrooms were proposed.