Complexity, Fluency, and Accuracy in Written Works of Vietnamese Learners of English: A Replication Study

Recent studies applying Dynamic Systems Theory (DST) have shown language acquisition's non-linear, indiscrete, chaotic, and highly context-dependent nature. However, limited research has explored these dynamics in English as a Foreign Language (EFL) context. To evaluate DST’s applicability in EFL settings, this study partially replicates Larsen-Freeman’s (2006) investigation by tracking the language development of four upper-intermediate Vietnamese EFL learners. The study employed the Dynamic Description approach, in which the participants were required to take written tests every three weeks over three months. Their performance across four dimensions - accuracy, fluency, lexical complexity, and syntactic complexity- was examined through both quantitative and qualitative analyses. Although the findings revealed similarities with the original study, the learners’ development trajectories differed, proving that the learners were interacting with their surrounding EFL context. These findings underscore the significance of learning contexts on language acquisition and offer valuable insights into more context-sensitive teaching practices.