ABSTRACT
Chapter 5 reports findings concerning differences (across task types and student proficiency levels) and changes (across test occasions) in four grammatical aspects of students’ texts: fluency, accuracy, syntactic complexity, and lexical complexity. The findings indicated significant main and interaction effects for test occasion, task type, and proficiency level on various indices of the four grammatical constructs. While fluency exhibited clear patterns of change over time and differences across tasks and proficiency groups, patterns concerning accuracy and complexity were less clear and varied depending on the specific indices examined as well as test occasion, task type, and learner proficiency level. Tables and graphs are used to show the patterns of changes and differences for each index.
