The mediating effect of attitude towards writing on the relationship between instructional approach and syntactic complexity in argumentative essays of TESOL learners in China: Moderating role of writing task complexity

Non-native English speakers, especially in countries like China where English is taught as a second language, value English proficiency. In TESOL contexts, writing proficiency is crucial to language learning. To design effective instructional methods and improve students' writing skills, educators and researchers must understand writing performance factors. The goal of this research is to look into the relationship between instructional technique (process-based teaching, direct instruction, and hybrid instruction) and syntactic complexity in argumentative essays written by TESOL students in China. With the mediating role of attitude towards writing and the moderating influence of writing task complexity in this connection. This study enlisted the participation of 368 TESOL students from China. Participants were assigned to one of three teaching groups based on a random draw: process-based instruction, direct instruction, or hybrid training. Students were then given the option of completing an argumentative writing exercise of high or low complexity. This study found that the instructional approach affects argumentative essay syntactic complexity. Attitude towards writing also mediated the relationship between instructional technique and syntactic complexity. The high-complexity writing assignment had a stronger instructional style effect on syntactic complexity. This study shows that attitude towards writing and writing task complexity must be considered when developing instructional approaches to increase syntactic complexity in argumentative essays of Chinese TESOL learners. This study also stresses the importance of considering the complexity of the writing assignment when teaching TESOL students to write.