Abstract
A large body of research has investigated ways of measuring and assessing syntactic complexity in learners' writing, particularly for the purpose of determining the growth in their syntactic complexity. However, little such research has focused on technological ways of improving learners' syntactic complexity in second language writing, and to date there has been no considerable effort in examining technological means to improve learners' syntactic complexity in writing. This article investigates the use of eTandem communication on improving learners' syntactic complexity in writing, and how the development of syntactic complexity could affect the accuracy and quality of their writing. The participants of the study were 100 undergraduate students who were divided into two groups. The experimental eTandem group involved interaction with native speakers, and the control group was made up of students interacting with non-native speakers (face-to-face, peer communication). The participants' writing samples were analysed using measures that are theoretically motivated by previous research. The results show considerable improvement in syntactic complexity for the experimental group. They also showed improvement in the accuracy and quality of their writing. The implications for writing and syntactic complexity research are considered.