This study examined first-year Japanese university students’ gains in English writing proficiency over one semester, focusing on fluency, accuracy, and complexity, as well as organization, coherence, and cohesion. Participants completed two timed writing tasks, one at the beginning and one at the end of the semester. Quantitative analyses compared measures such as total tokens, type counts, and mean sentence length, while illustrative excerpts were analysed to assess discourse-level organisation and cohesion. Results showed statistically significant gains in fluency and syntactic complexity, particularly among lower- and mid-level writers, whereas accuracy slightly declined, suggesting a developmental trade-off between fluency and control. Improvements were also observed in paragraph structure, logical sequencing of ideas, and use of cohesive devices. In addition, students who achieved greater quantitative gains reported higher perceived improvement in their writing ability, indicating consistency between objective progress and self-assessment. Although this study was limited to a single semester and short writing tasks under controlled conditions, the findings provide evidence that short-term, structured writing instruction can effectively foster students’ productive capacity and discourse-level writing skills in university English education.
MORIKAWA et al. (2026) studied this question.