The Limited Attentional Capacity Model (LACM) is believed to have an impact on the memory
processing system, resulting in a trade-off model between the levels of complexity, accuracy, and
fluency (CAF) in textual output by EFL student writers. Among various factors that may
influence EFL students’ use of the LACM and their ability to maintain a balanced relationship
between the CAF, time may be considered one of the most influential variables. However, the
current literature on the exclusive influence of time factors on university-level students’ CAF in
EFL writing is relatively limited, particularly in the context of Taiwan. To shed light on this
subject, the researchers of this study investigated 43 EFL students’ writing samples that were
produced under two different time frames (30 minutes versus 50 minutes). Both inferential and
descriptive statistics were employed to analyze the data collected from the participants’ textual
output. The research results show a clear shifting relationship triggered by time factors between
fluency and complexity/accuracy. The paper concludes by offering implications and by
identifying possible avenues for further studies
