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Cohesiveness in Expository Writing by Saudi EFL Students
Hani, E. Alamri
The University of Tabuk,
Faculty of Arts and Education,
Department of Languages and Translation,
Saudi Arabia
ABSTRACT
This study examined cohesive connectivity in expository writing by language and
translation students at 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 chosen using purposive sampling. Expository written texts were the
tool deployed to gather data from participants. Findings revealedthat learners faced
text unity difficulties in attaining written texts’ cohesiveness, mainly in allocating
their ideas and employing correct markers, punctuation, and spelling problems.
Expository texts were examined for cohesionadditives,adversatives,andcausal 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.
Keywords: expository writing; coherence; cohesion; EFL; text
INTRODUCTION
Cohesion is coherence defined uniquely in writing research (Bui, 2022). They are the most
deceptive textual standards. Unity signifies style where surface structural constituents of a
writing show unity (Al Khotaba, 2022). Coherence shows how the unity of meaning is upheld.
A text generates meaning since there is a logic of connection inthe acceptance originated by text
terms (Halliday and Hasan, 1976).
Cohesion and coherence are dependable since the proper practice of cohesion markers will
help, in attaining consistency, which is continued by the frequent text boundary displayed data
with a better understanding of the text (Pavavijarn, 2022). Coherence discusses howa text
achieves unity expressively and shows that the preservation of text is interior, but attained by
implication. Unity is very important in varied areas of discourse, where explicit writings may
be inappropriate and do not comprise several lexical items. If text is disjointed and inadequate,
this may be due to register boundaries such as the concentration of words existing in English.
For example, the regular use of non-finite types of verbs involving ellipsis, and if inconsistent,
to certain degree, particular inappropriateness by the author (Munday, 2016).
Advances in Social Sciences Research Journal – Vol. 10, No. 1
Publication Date: January 25, 2023
DOI:10.14738/assrj.101.13728.
Alamri, H. E., (2023). Cohesivenessin Expository Writing by Saudi EFL Students. Advancesin Social Sciences Research Journal, 10(1).
103-112
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Yet, written texts may still be rational by relying on essayists’ knowledge and abilities to attain
knowledgeable implications (Bui et al., 2021). From an expository viewpoint such texts are
motivating, because they require a stranded consideration from the writer’s stance, who may
wish to relate to an expert, dedicated to the field of experimental research. Such process is
conducted to achieve desirable implications as a connecting meaning to support writers using
foreign language-restricted unity to review text cohesiveness (Cronin, 2020). The implicationof
cohesion in a translational setting has been described by many researchers from different
standpoints (Folaron, 2020). In related research based on a suitable differentiation of writing
from interrelated uses of text construction, it could be suggested that unity related to the
regular theoretical devices including surface text mightremain reliable in expository writing
(Nunes, 2020). How unity is embodied in text, for example, practice of cohesive ties may vary
due to different related reasons,for instance, to be specific text. Coherence in the present
research is implemented to represent the proposed meaning (Musacchio, 2019) since meaning
describes the viewpoint of language expressions for reproducing virtual knowledge, whilst
meaning enables data that is shifted by lexis taking place in writings (Al Khotaba, 2022).
Researchers indicate that several words possess virtual meanings, but within common
situations, only a single connotation shows in writings. Such aspect possesses continuous
implications for expository writing since writers do not write unapproachable words, but
expressions in texts that requirethem to limit the proposed connotation of a particular word in
definite text. This is important in situations where text-surface may keep it difficult to generate
the proposed connotation (Zaretskaya, 2019). It is this proposed meaning that should be
reserved in expository writing, by implementing cohesive ties, which this research provides,
may differ between languages. The appropriate use of EFL cohesive device helps convey the
proposed sense via communication between textual and writer’s knowledge, previous
knowledge, and word knowledge. Expository text unity is piloted in this study within real basis
of correspondence important exploration related to hypothetically well-organized expository
texts and refined writing (Halliday and Hasan, 1976). Structures of cohesion may function at
lexical, grammatical, semantic heights (Läubli, et al. 2020), further systematic studies are
required to analyze cohesion as a unique feature of expository writing. This shows how
correspondence connects function and categorizes patterns in expository writing descriptions
that may be used in applied separations in the field. This study proposed that at expository
textual level and unity are reproduced to be methodically connected, which means that unity is
inspected by seeing fundamental consistency (Scott, 2018), a stage that is core to attain
unchanging relevant findings.
LITERATURE REVIEW
Many studies have been carried out to analyze the importance of cohesion and coherence in
writing consistency, mainly in expository essays (Qin & Liu, 2021). Othman (2019) studied
grammatical cohesive device errors made by Saudi EFL students in written paragraphs at the
University of Tabuk.
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His findings revealed that the most common mistakes occurred in conjunction with the
percentage of (52%), reference (37%), and substitution (11%). The results demonstrated that
Saudi students committed such mistakes due to a lack of grammar, the influence of mother
tongue interference, a lack of language skills, and a lack of vocabulary. Wahid & Wahid (2020)
studied three types of compositions of EFL learners. The research used Hasan-Halliday's (1976)
framework of cohesion analysis. They observed that learners experienced both overuse and
misuse of cohesive ties that appeared in weak text consistency.
Yang, et al. (2007) examined Chinese students and stakes expository writing. The researcher
used Systemic Functional Linguistics (SFL) framework. This study investigated two aspects of
the theme in the textual metafunction theme markedness and theme progression. These
components are further explored through a parallel analysis of an expository essay written by
a North American freshman. This proportional theme analysis showed expanses in pedagogy
that should be related to if EFL learners are to develop more effective control over significant
structures of expository writing. Pham et al., (2021) explored a genre-based approach to
writing in EFL contexts. This study was conducted at Van Lang University. 128 students turned
in their midterm essays in week 5 of the 10-week writing course. The data were analyzed using
Microsoft Excel to calculate the differences in move-step structure. The results showed that the
students had problems following the fixed move-step structure, and they also faced challenges
with lexico-grammatical usage for the expository.
Amayreh and Bin Abdullah (2022) studied conjunction in expository essay writing by Jordanian
undergraduate students studying English as a Foreign Language (EFL). A corpus of 30
expository essays was collected by using a simple purposive sampling technique to answer the
questions of the study based on the theory of cohesion analysis by refining the grammatical
cohesive related aspect based on Halliday and Hasan’s (1976) taxonomy of conjunction. The
results show that additive conjunction covers the largest proportion (57.70%) followed by
causal conjunction (6.44%), adversative conjunction (3.64%), and temporal conjunction
(3.64%). On the other hand, the analysis reveals that students use additive conjunction
(17.93%), causal conjunction (5.32%), adversative conjunction (3.36%), and temporal
conjunction (1.96%) inappropriately. Bilal (2021) examined the potential writing errors
created by 3rd and 4thEFL learners atShaqra University in Saudi Arabia. Conclusions showed that
learners created errors in their writing. These errors included punctuation and grammatical
errors. It suggested thatthose students should be given adequate training in writing so that they
can properly create unified structures. Having revised these researches, the researcher
considers that there is a necessity to investigate cohesion in expository compositions at
University of Tabuk in KSA as it has not been surveyed previously.
Study Problem
This research is concerned with examining unity in expository essays, mainly structural
problems that EFL learners encounter when attempting to produce expository writings. Many
EFL students have problems producing unified written text. They lack skills to produce
incoherent texts. In an investigation conducted on learners’ expository writing skills,
conclusions observed that they generally face difficulties connected to ideas’ organization
structure related to expository writing (Al-Harbi & Troudi, 2020; Algryani, 2020).
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Objectives of Study
Few research studies were conducted on cohesion in expository writing at the university level.
The importance of this study is to assist undergraduates in producing cohesive expository
writing and developing their writing skills. It proposes to explore learners’ text unity difficulties
in EFL essays. The researcher aims to test consistency in expository writing by language and
translation students at the University level. Based on this, this study addresses the following
questions:
1. What are the types of cohesive devices used by Saudi undergraduates in expository
writing?
2. How do EFL students perceive the Use of Cohesive Devices inexpository writing?
RESEARCH METHODS
This study adopted a mixed-mode design that is considered one of the best types of studies
(Creswell, 2012). This framework contains a “procedure of first gathering qualitative data to
explore a phenomenon, and then collecting quantitative data to explain relationships found in
the qualitative data” (Creswell, 2012, p. 552). The researcher used two research tools including
a written essay and a semi-structured interview. The researcher used a rubric for assessing
expository compositions to carry out the study method inflexibly. The rubric included a lot of
criteria in to test cohesion concentration in expository writing. These measures are connected
to measuring the core thought, organizational markers, spelling, supporting information, and
punctuation. Researcher collected data from participants using two research instruments, a
written text, and interviews.
Participants chosen for investigation were 3rd Year EFL students studying languages and
translation at the Department of Languages and Translation at the University of Tabuk in Saudi
Arabia. The study was conducted in the second semester of the scholastic year 2021/2022. The
study sample contained 30 undergraduates and 4 expository writing teachers who participated
in the semi-structured interview. Contributors to this analysis, only males, were distributed
into experimental and control groups.
RESULTS
This section of the study discusses the results and analysis of the data.
The Types and Frequency of the Use of Cohesive Devices
The results showed that learners implemented four types of cohesive devices comprised
additive, adversative, causal, and temporal. Occurrence of devices that learners apply. Table.1
in displays the overall frequencies and use of cohesive devices in students’ expository essays.
As depicted in Table.1, the experimental group included 15 participants. The number of
cohesive devices used by the experimental group was recorded at 1257 (55.5%), which overdid
the use of cohesive devices by the control group recorded at 1125 (46.3%). This shows an
improvement in the student's quality of writing after achieving the necessary knowledge
concerning the proper and correct use of cohesive devices in expository writing.
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Table 1: The Overall Frequencies and Use of Cohesive Devices
Data Participants Total
Cohesive
Devices
Frequency of the
Overall Use of
Cohesive Devices
in the Text
Experimental
Group
15 1257 55.5%
Control
Group
15 1126 46.3%
In addition, Table.1 displays that sum of connectors established in writings was 2,383. Findings
revealed that EFL students misuse devices in their essays with a lack of necessary knowledge.
The number of devices employed by EFL students comprised four categories, mainly, causal,
adversatives, and temporal, additives. Analysis showed that both students’ groups
(Experimental & control) applied four categories of connectors. Implementation of these links
happens amongst learners as a result of lack of awareness of unity conjunctions. This exposes
that there is well-informed progress in applying cohesive ties in expository compositions.
Results display that learners’ practice of markers is viewed in varied categories that show
significant differences.
The analysis shows that the number of additives revealed in writings was 1583 occurrences,
followed by adversatives reporting 349 occurrences, whilst the causal made about 270
occurrences, then followed by temporal and other kinds of markers reporting 181 occurrences,
creating a total of 2,383 throughout the 30 compositions. Though, the occurrenceof additives in
the compositions (65.1%), adversatives (15%), and causal(13%), whilst temporal represented
the least percentage (6%).
Comparable findings revealed in studies such as Al Shamalatm & Ghani (2020), exposed that
Jordanian learners employed diverse kinds of devices, which influenced both writings unity and
quality. The investigators accept that the potential cause behind the difference in practice of
devices by Saudi EFL students might relay tothe interlanguage interventions and learners’
reading practice. Curriculum themes and instructional approaches (traditional) might be a
potential basis for learners’ lack of proficiency to apply organizational markers skillfully.
Othman (2019) found outthat Saudi undergraduates committed these kinds of errors due to a
lack of inadequate grammatical knowledge of these devices, the influence of mother tongue
interference, lack of vocabulary, and language background. Findings presented that learners
’written essays were not real because they lack use of connectors in composing. Inference
shows use of a great number of connectors in text relates to reading materials. It is worth
asserting that information gathered mainly via gathering expository texts. Keeping in mind
such view, only one category (temporal) out of all was the least noted in compositions, though,
largely expository writing was used to establish the analysis. It is very remarkable to clarify
this existence, but it may be related to writing development in the analysis since some
connectors are genre-specific which might be a reason why connectors did not act fully. For
example, markers including “and, also, because, so, but, or” are used in verbal interaction
connected to non-verbal interaction. In addition, the inappropriate size of participants may be
another reason.
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The amount of lexical markers varies based on the genre of writing, which ranges from 180-
1580 incidences in the elicited data. This shows that implementing conjunctions associated with
producing technique and author’s style. Additionally, native language intersection may be an
extra reason for such use. Presence and absence of definite conjunctions in students’ native
language might cause an overuse of conjunctions. This may influence textual unity. Earlier
surveys reveal different reasons that lie behind text disunity (Amayreh and Abdullah, 2021),
which suggested that occurrences of devices differ according to learners’ language experience.
A potential explanation of such presence might be developed occurrence replicating efforts that
EFL learners showed for attaining unity in their expository writings through using different
devices. This shows that EFL learners rely on related linguistic conjunctions besides applying
conjunctions to attain cohesiveness. Furthermore, when overuse of conjunctions is general in
compositions, it is possiblethat is instructional motivation. Findings go in line with previous
research results (Zhang, 2018), which demonstrate that overuse of conjunctions has been
established because of learners’ linguistic experiences. Though, results appear in harmony with
previous research. Thus, it is important to reveal that some earlier investigations comprised an
insufficient amount of conjunctions in contrast to current research in extent and goals.
Additionally, the change in investigation practice of studies might also display some of the
inconsistencies comprised in this concern (Al Khotaba, 2022). Stages of students’ knowledge
use, instructional methods, and native language changes are potential explanations connected
to inconsistent assumptions of old studies. Various researchers proposed that findings
presented replicas of EFL teaching (Uzun, 2018). It should be perceived that discussing
inferences of this investigation, emphasis must be put on realizing learners’ dialectal
experience. For example, the number of conjunctions in every writing was stated in this study,
as it was revealed inside the realm of this examination.
The Perception of EFL Students on the Use of Cohesive Devices in Expository Writing
Results of semi-structured interviews exhibited that the four EFL teachers have variances and
resemblances in their method of teaching expository writing to their students. They are
extremely alarmed about the progress of their students’ writing and emphasized that their
students encountered many problems in generating coherent text. They connected these
problems to many issues such as inadequate vocabulary, use of simple expressions, and
traditional syllabus that advocate traditional teaching methods for classroom practices. In
addition, they exposed that the lack of consciousness in the growth of new teaching models in
the discipline of Expository writing such as the use of cohesive devices is one of the explanations
that might be related to students’ incompetence to generate cohesive Expository written essays.
In conclusion, the results of the qualitative interview with the four EFL teachers display that
there is a necessity for increasing and improving their students’ writing quality. In addition, they
highlighted that EFL writing teachers, learners, curriculum designers, and planners should have
the necessary knowledge about the importance of new teaching methods. They recommend that
language and translation students should be taught and taught how to implement new
approaches to teaching writing such as lexical cohesion and coherence and these can be
combined into EFL teaching materials.
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DISCUSSION
The quantitative results of current survey show that learners used four different types of
cohesive devices, respectively from the highest to the lowest, which are additives, adversatives,
causal, and temporal in their Expository essays. The sum of conjunctions recorded was 2,383 in
the 30 written essays. It is potential that EFL learners’ discrete use of conjunctions contrasts
meaningfully and may influence the outcomes of research. Forinstance, only one writer used the
device “thus”. Inferences related to misuse of devices can be allied to writing genre and learners’
linguistic awareness. Results showed that many sentences in the written essays did not reflect
high writing quality either due to the redundancy and incorrect use of cohesive devices.
This is because most students’ written essays contain a high percentage of incorrect use of
devices found across the written text. In addition, results reveal that there is an uneven density
of cohesive devices among sentences generated by students. These students were able to
accomplish the standards of Expository texts by discussing the theme of the topics in general.
This is seen in their ability to use different types of cohesive devices. On the other hand, some
students could not illustrate the topic because of their inability to use different types of cohesive
devices among sentences in their written essays. Results, in this regard, show that cohesive
devices are significant to achieving text unity and have a great contribution to the development
of writing quality. Cohesive devices additives, adversatives, causal, and temporal give a
conclusion for the readers and keep the written text interpretable. Further, relevant
pedagogical issues help EFL learners produce cohesive writing which the researcher is cautious
about them. This agrees with the findings of Zhang (2018) and Al Shamalatm & Ghani (2020).
Generally, the result of this study reveals that the presence and absence of cohesive devices
influence the overall unity of written essays. This indicates that a written essay is found unified
and coherent when it involves a greater number of cohesive devices correctly used in the essays.
Therefore, the correct use of adequate cohesive devices inwritten essays determines the unity
and quality of the written text.
CONCLUSION
To conclude, learners’ problems were regarding their unity in the Expository text procedure
mostly as they need proficiency to transform strong and particular key ideas, and subject
structures or not in correct situation, neither in opening clause nor in the ending paragraph.
Furthermore, they varied in implementing suitable change signals in their writing. They
neglected to use precise signifying and punctuation. The investigator commended that learners
should possess ability to make logical passages to link writing, i.e. by composing they should
retain expertise to connect thoughts to viewers. Additionally, learners have to know to connect
structures within a passage by reliably establishing unity. Also, flow of information in passage
ought to be dependable. Thus, to use cohesive markers properly in creating Expository writing,
the learner should know the diverse kinds of cohesive markers. Learners should improve a
better consideration of the use of cohesive markers because they should be aware of the issues
that support attaining the text’s unity. Hence, learners, who did not recover their skill in the use
of devices, showed it stimulating to create high-quality written compositions.
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It can be defined that there is a link between emerging the learners’ text quality. This shows
that learners with low skills in implementing cohesive markers should also improve their skills
since this relates to their text’s quality. Hence, the instructor should highlight emerging learners’
use of cohesive markers before teaching them how to compose by choosing the appropriate
teaching methods.
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