Abstract
This longitudinal microgenetic study investigated the impact of automated written corrective feedback (AWCF) on the development of syntactic complexity in L2 German writing. Twenty-four intermediate learners of German were divided into an experimental group, which received AWCF via a custom-designed online platform, and a control group, which received no feedback, over a 12-week intervention period. Data were collected through weekly writing tasks, analyzed for various syntactic complexity measures including mean length of T-unit, subordination index, and coordination index. A microgenetic approach was employed to trace individual developmental trajectories and identify specific patterns of change in response to AWCF. Results indicated that the experimental group demonstrated significantly greater gains in overall syntactic complexity, particularly in the use of subordinate clauses and complex nominal phrases, compared to the control group. Microgenetic analysis revealed that AWCF facilitated learners' noticing of syntactic errors and promoted a more systematic revision process, leading to gradual but sustained improvements. The findings suggest that AWCF can be an effective tool for fostering syntactic development in L2 German, offering valuable insights for technology-enhanced language learning and pedagogy.
