Impact of Teaching Cohesive Devices on L2 Students’ Language Accuracy in Written Production

Abstract

A well-written text is not only grammatical, but also cohesive and coherent. Cohesive devices play the most basic role in cohesion of a text and should be taken into consideration in teaching writing. This paper reports on a study investigating the impact of teaching academic text cohesive devices on L2 students’ language accuracy in written production. The main objective of the study is to find out if teaching cohesive devices would enhance students’ prior knowledge and subsequently result in increased written language accuracy. Based on a pre-post-test research design, 40 students enrolled in English for Academic Purposes course at a university in Malaysia were engaged as participants. A note-taking test was conducted prior to and post intervention. The intervention consisted of lessons on academic text cohesive devices. The data was then analysed and reported using descriptive statistics and paired sample t-test. From the findings, it is clear that there is an increase in the minimum and maximum scores as well as in the mean scores between the pre- and post-test. More importantly, there is evidently a significant improvement in the participants’ post-test language accuracy as evaluated through number of error-free t-units. In sum, the teaching of academic text cohesive devices does have a significant impact on language accuracy in written production. Hence, this study recommends L2 learners’ prior knowledge activation to enhance written language accuracy.A well-written text is not only grammatical, but also cohesive and coherent. Cohesive devices play the most basic role in cohesion of a text and should be taken into consideration in teaching writing. This paper reports on a study investigating the impact of teaching academic text cohesive devices on L2 students’ language accuracy in written production. The main objective of the study is to find out if teaching cohesive devices would enhance students’ prior knowledge and subsequently result in increased written language accuracy. Based on a pre-post-test research design, 40 students enrolled in English for Academic Purposes course at a university in Malaysia were engaged as participants. A note-taking test was conducted prior to and post intervention. The intervention consisted of lessons on academic text cohesive devices. The data was then analysed and reported using descriptive statistics and paired sample t-test. From the findings, it is clear that there is an increase in the minimum and maximum scores as well as in the mean scores between the pre- and post-test. More importantly, there is evidently a significant improvement in the participants’ post-test language accuracy as evaluated through number of error-free t-units. In sum, the teaching of academic text cohesive devices does have a significant impact on language accuracy in written production. Hence, this study recommends L2 learners’ prior knowledge activation to enhance written language accuracy.