Text quality and vocabulary in native and non-native Spanish analytical writing: From elementary education to university

This study investigates the relationship between lexical features and writing quality in analytical texts from a developmental perspective in L1 and L2 Spanish. The goal of the study was twofold: to examine the development of specific lexical features and to examine their contribution to writing quality. One-hundred and twenty-three students from primary, secondary and university levels participated, each producing an analytical text. Six lexical features were analyzed: lexical diversity, lexical density, word length, use of adjectives, use of collocations and use of nominalizations. Writing quality was assessed by experienced teachers using an analytical rubric. Results indicated that age influenced the development of all lexical features in both L1 and L2 writing. Interestingly, different developmental trajectories emerged for native and non-native writers. Overall lexical growth did not consistently correspond to higher scores. Writing quality was predicted by certain lexical features only in the L2 group. These findings highlight the role of vocabulary in L2 proficiency and suggest the need for a fine-grained evaluation of lexical features in combination with other linguistic devices. The study contributes to the understanding of lexical development in L1 and L2 Spanish writing, and offers insights for assessment practices.