English writing competence is a significant manifestation of students’ second language proficiency. However, comprehensive synchronic empirical research remains scarce regarding how students at application-oriented universities perform in terms of linguistic complexity in their compositions. To bridge this gap, this study analyzes 66 students’ compositions hierarchically at the level of lexis, syntax, and text. Results demonstrate that: (1) Lexical and syntactic complexity indicators exhibit different sensitivities to writing proficiency. (2) Both lexical and syntactic competence display non-linear developmental features. (3) Students’ text coherence is consistently correlated with the writing quality. Future research should prioritize students’ metalinguistic cognition towards different linguistic dimensions. EFL instruction should be tailored to students’ varying language proficiency levels. This study highlights the need for curricula that evolve alongside students’ English linguistic complexity development, offering new insights into English writing education at Chinese application-oriented universities.
Jinhua Zhang (Wed,) studied this question.