Syntactic Complexity Development in CSL Writing: A Perspective from Dynamic Systems Theory

= 0.039, Cohen's d = 0.65). (iii) Individual differences in syntactic complexity were observed among learners in similar learning environments. These findings provide a detailed, context-bound description of the dynamic and complex syntactic development observed in the Chinese writing of 15 participants. The study highlights the value of employing multiple perspectives to capture such complexity and underscores the need for future research with more diverse samples and designs to test the generalizability of these patterns.