Aspects of EFL University Learners’ Lexical and Phraseological Proficiency as Predictors of Writing Quality

This study aims to examine the relationship between productive knowledge of some lexical and phraseological indices quality English as a Foreign Language (EFL) learners’ writing. A sample 120 expository essays, written by semesters 1 5 university students in less proficient EFL context, are rated human evaluators automatically examined for target indices. The results show that, unlike index diversity, both content word frequency range could significantly discriminate different proficiency levels. For indices, proportions rare frequent bigrams yielded between-group differences, with higher performing better categories. Using regression analysis, that use contextually restricted words production larger be considered indicators writing proficiency. suggests implications teaching EFL.