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Table 2 Paired sample t-tests of syntactic complexity gains between the initial and revised essays

From: Effects of teacher, automated, and combined feedback on syntactic complexity in EFL students’ writing

Index

Essay 1 (Teacher)

Essay 2 (Grammarly)

Essay 3 (Combined)

Essay 4 (Combined)

ΔM

t

p

ΔM

t

p

ΔM

t

p

ΔM

t

p

MLT

.73

2.86

.00*

.01

0.18

.86

 − .03

 − 0.25

.81

.11

1.31

.20

MLS

.44

1.57

.13

.05

1.02

.32

 − .08

 − 0.64

.53

.06

0.88

.39

C/T

.06

2.06

.04*

.00

0.36

.72

 − .02

 − 1.56

.13

.02

1.78

.09

DC/C

.02

1.72

.09

.00

0.65

.52

 − .01

 − 1.78

.09

.01

2.24

.03*

CN/C

.02

0.80

.43

.00

0.58

.57

 − .01

 − 0.77

.45

.01

1.44

.16

CN/T

.11

2.22

.04*

.01

0.72

.48

 − .02

 − 1.37

.18

.03

2.45

.02*

  1. ΔM Mean difference between revised essay and its initial draft
  2. *p ≤ .05