A corpus-based comparison of syntactic complexity in academic writing of L1 and L2 English students across years and disciplines.

Syntactic complexity, widely acknowledged as a key predictor of writing quality, has gained increasing attention in the realm of academic writing. A notable line of inquiry has centered on the factors that potentially influence syntactic complexity in academic writing. Instead of attending to one factor, the study focuses on multiple factors to examine how language background affects syntactic complexity across years and disciplines.