Cohesiveness in Expository Writing by Saudi EFL Students
Keywords:expository writing; coherence; cohesion; EFL; text
This research aimed to examine cohesive connectivity in expository writing by language and translation students at the University of Tabuk in Saudi Arabia. Halliday and Hasan’s (1976) list of cohesive devices was used to examine the cohesion of expository texts of language and translation students. The study examined the cohesive devices’ quality and their contribution to the quality of writing. This mixed-mode research included 34 participants. 30 undergraduates participated in the expository writing assignment and 4 EFL teachers participated in the semi-structured interview. Students were selected purposively. Expository written texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues. Expository texts were examined for cohesion additives, adversatives, and causal and temporal devices. Results of the study showed that the existence and unnecessary occurrence of lexical items cause non-cohesive writing and influence its texts’ quality, meaning, structure, and unity. The researcher recommends as related to the results of the study that cohesion devices be incorporated into the teaching of writing.
How to Cite
Copyright (c) 2023 Eissa Al Khotaba
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) for both the print and online format and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.