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The purpose of this qualitative study is to investigate the influence that explicit syntax teaching has on the creation of complex sentences in English as a Second Language (ESL) writing, particularly in the setting of Pakistan. To achieve the aims, two instruments were applied i.e. semi-structured interviews beside the analysis of students' written compositions. Results demonstrate a considerable improvement in the participants' knowledge of syntactic structures as well as their application of these structures after receiving targeted training. The transformational impact of explicit syntax instruction is shown by the fact that written compositions exhibit varying degrees of syntactic complexity which are consistent with those of the previous study, which was conducted to highlight the beneficial association between training in syntax and improved writing skills. In addition to this, the research sheds light on the cultural integration of syntax, demonstrating a singular combination of linguistic abilities and cultural identity among students of English as a second language in Pakistan. The implications for ESL education include the possibility of using technology task-based methodologies and a culturally relevant framework. These findings contribute to the larger conversation about language education and provide useful insights for improving syntax instruction to cater to the varied requirements of ESL students in Pakistan.
Ramzan et al. (Fri,) studied this question.