The Effect of explicit instruction of grammatical cohesive devices on students paragraph quality
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Date
2019
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Journal ISSN
Volume Title
Publisher
University Of Oum El Bouaghi
Abstract
Althought many students may succeed in expressing ideas, they fail to connect them using accurate cohesive ties to produce a cohesive piece of writing. It seems that students' failure is due to the absence of explicit instruction of grammatical cohesive devices. The current study investigates the effects of the explicit instruction of grammatical cohesive devices on students' paragraph writing quality. It aims to determine whether students who receive the explicit instruction of grammatical cohesive devices produce better paragraphs than those who donot. Thus, it was hypothesized that the explicit instruction of grammatical cohesive devices has a positive effect on students' paragraph quality. The hypothesis was verified through a quantitative research (exactly, quazi experimental research). The data was collected from fourty first year EFL students at l'Arbi Ben Mhidi University, Oum El Bouaghi, Algeria. They were divided into two groups: twenty students were assigned to the experimental group and taught the gammatical cohesive devices explicitly, while the other twenty were assigned to the control group and received no instruction. The post-test scores of the experimental group were compared not only with those of students in the control group, but also with their pre-test scores. The findings of our study revealed that the explicit instruction of grammatical cohesive devices improved students' paragraph quality.
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Keywords
Grammatical cohesive device, Paragraph writing, Explicit instruction