Enhancing English as a foreign language university students’ writing through explicit instruction of conjunctions as cohesive devices: An experimental study

Cohesion has long been regarded as one of the main components of successful writing. The basic assumption of this concept is that the interpretation of one element in a text is based on the interpretation of another in the same text. It has been noticed that Saudi EFL students seem to lack some basi...

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Published inFrontiers in psychology Vol. 13; p. 1053310
Main Authors Alawerdy, Arwa Saleh, Alalwi, Fahd Shehail
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 28.11.2022
Subjects
cohesive devices
conjunctions
EFL
ESL
paragraph writing
Psychology
TESOL
cohesive devices
EFL
paragraph writing
conjunctions
ESL
TESOL
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Summary:Cohesion has long been regarded as one of the main components of successful writing. The basic assumption of this concept is that the interpretation of one element in a text is based on the interpretation of another in the same text. It has been noticed that Saudi EFL students seem to lack some basics in writing a cohesive paragraph. Certain conjunctions were overused, underused, or misused. The present empirical study, therefore, attempted to investigate the impact of explicit teaching of conjunctions as cohesive devices on the development of paragraph writing. The subjects of this study were 43 EFL students at a Saudi University studying in the first year. Data were collected from pre and post tests and analyzed qualitatively and quantitatively. Results showed significant differences between the experimental and control groups in the post test. Pedagogical implications are presented.
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Reviewed by: Muhammad Imran, University of Sahiwal, Pakistan; Svetla Koeva, Bulgarian Academy of Sciences (BAS), Bulgaria
Edited by: Muhammad Afzaal, Shanghai International Studies University, China
This article was submitted to Language Sciences, a section of the journal Frontiers in Psychology
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.1053310