THE EFFECT OF ONLINE WRITING TOOLS ON SYNTACTIC COMPLEXITY AMONG PAKISTANI UNIVERSITY L2 WRITERS

Abstract

The integration of online writing tools into L2 instruction remains a contested practice, particularly concerning its impact on genuine writing development. This quasi-experimental study investigates the effect of such tools on syntactic complexity in timed writing tasks among Pakistani ESL university students aged 18–20. Thirty-two participants were divided into two groups: one using online writing tools and one writing without them. Data included pre-test writing samples, a sentence-type quiz, a 30-minute timed essay, and post-task surveys. Results indicated that tool users produced significantly longer texts but showed no significant improvement in syntactic complexity. Prior experience with ESL writing courses influenced the effectiveness of the tools, with experienced learners demonstrating greater gains in accuracy. However, punctuation errors, especially in the use of commas, persisted across both groups. These findings suggest that while online tools enhance fluency and accuracy for prepared learners, they do not substitute for direct instruction in syntactic complexity and punctuation