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 in | Frontiers in psychology Vol. 13; p. 1053310 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Switzerland
Frontiers Media S.A
28.11.2022
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1664-1078 1664-1078 |
| DOI | 10.3389/fpsyg.2022.1053310 |
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| Abstract | 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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| AbstractList | 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. 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.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. |
| Author | Alawerdy, Arwa Saleh Alalwi, Fahd Shehail |
| AuthorAffiliation | Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University , Al-Kharj , Saudi Arabia |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/36518970$$D View this record in MEDLINE/PubMed |
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| Copyright | Copyright © 2022 Alawerdy and Alalwi. Copyright © 2022 Alawerdy and Alalwi. 2022 Alawerdy and Alalwi |
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| Keywords | cohesive devices EFL paragraph writing conjunctions ESL TESOL |
| Language | English |
| License | Copyright © 2022 Alawerdy and Alalwi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 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 |
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| Title | Enhancing English as a foreign language university students’ writing through explicit instruction of conjunctions as cohesive devices: An experimental study |
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