Background to the study
Writing is often regarded as the most challenging language skill for English learners, as highlighted by Kroll (1990), who notes that it poses difficulties for both native and nonnative speakers Additionally, research by Prommas and Sinwongsuwat reinforces this notion, emphasizing the complexities involved in mastering writing skills.
Writing poses greater challenges than speaking because it lacks nonverbal cues such as gestures and facial expressions that aid in conveying messages effectively Consequently, it is crucial for English learners to develop clear writing skills to communicate their ideas to readers Additionally, these learners must grasp the formal and structural aspects of the language while understanding the mechanics of academic writing This entails not only the ability to form grammatically correct sentences but also the skill to create cohesive and coherent texts.
Applying cohesive devices in writing is challenging for EFL learners Ahmed
Research indicates that Egyptian university students struggle with cohesion in their writing (2012), and even advanced EFL students face similar challenges (Tangkieng, 2010) McDevitt (1989) describes this issue as "spaghetti writing," where students produce long, non-cohesive sentences Despite having a strong grasp of syntactic structure and vocabulary, advanced learners still make cohesion errors (Kaplan, 1966) Nonnative writers often encounter difficulties not due to a lack of proficiency in syntax or lexis, but rather from improper use of cohesive devices (Hatch, 1992), leading to misunderstandings in their writing.
Excessive use of cohesive devices by EFL students can lead to communication breakdowns, as noted by Yomiyama (1980) Oshima and Houghe (1991) highlight that this over-reliance makes texts "boring to read and difficult to focus on," ultimately detracting from the clarity and coherence of the ideas expressed.
Addressing the challenges of cohesive device usage in EFL writing is essential, as these elements often receive inadequate focus in classroom instruction Halliday and Hasan emphasize the importance of cohesive devices, highlighting the need for educators to integrate them more effectively into their teaching practices to enhance students' writing skills.
In 1976, it was established that cohesion is essential for achieving coherence in writing Many students mistakenly believe that grammar is the sole component necessary for effective essays, often overlooking the importance of cohesion.
Research indicates that language learners often focus on grammar, spelling, and punctuation, as highlighted by Celce and Olshtain (2000), who emphasize that coherent and accurate expression is crucial for successful writing in a foreign language However, mastering cohesive devices poses challenges, as it demands significant practice Learners frequently struggle to create grammatically correct and meaningful sentences, making it even more difficult to connect these sentences effectively.
Many students overlook the importance of cohesive devices that connect sentences, which are essential for achieving good cohesion in writing Effective use of these devices allows readers to easily follow the flow of ideas, ultimately enhancing the quality of the writing As Enkvist (1990) emphasizes, writing requires surface cohesion, and addressing cohesion issues during the writing process is crucial Failure to resolve these problems can lead to a lack of essential cohesion in students' writing, making it difficult for readers to comprehend the intended message.
3 understand their writing because of losing sense since the ideas are not linked smoothly and clearly
Cohesion is a critical criterion in writing assessment, especially in tests like IELTS, where candidates are evaluated on their ability to use cohesive devices effectively Therefore, English learners, particularly high school students in Vietnam, must understand the significance of cohesion in writing as they begin to learn essay writing Emphasizing cohesion in writing instruction is essential, particularly at Hermann Gmeiner Dalat School, to enhance students' writing skills and overall performance.
Students at Hermann Gmeiner High School in Dalat face challenges in English writing despite having learned the language since primary school Limited opportunities for practice and a lack of understanding regarding the importance of cohesion hinder their writing skills Many struggle to connect sentences effectively, making it difficult to improve their writing To enhance cohesion, the use of cohesive devices is essential, and students should focus on incorporating these tools appropriately in their English essays to achieve better results.
The issues mentioned above provide a general picture of the research focus that can lead to the question why this study should be conducted
Statement of the problem
English is a crucial subject in the Vietnamese educational system, focusing on four key skills: speaking, listening, reading, and writing Among these, writing is often the most challenging for Vietnamese students, prompting significant efforts from both teachers and students to improve this skill Despite their dedication, mastering writing remains a considerable challenge for many learners in the language acquisition process.
Writing proficiency is a significant challenge for students at HGHS in Dalat, particularly in the 10th and 12th grades, where many struggle with cohesion This lack of cohesion often leads to misunderstandings among readers, including teachers and classmates, and results in lower scores on writing assessments Ahmed (2012) emphasizes that cohesion is a critical aspect of evaluating writing skills, and students who fail to apply cohesive devices effectively are deemed to have unsatisfactory writing abilities Consequently, it is crucial for students to enhance their skills in creating cohesion Despite its importance, there is limited research on the use of cohesive devices at the high school level, particularly at HGHS, highlighting the need for further investigation in this area.
Aims and objectives of the study
This study explores twelfth graders' perceptions of cohesion in English essays and their use of cohesive devices in writing The main objectives include understanding how students perceive cohesion and analyzing their application of cohesive elements in their essays.
To investigate the perception of English cohesive devices of twelfth graders at Hermann Gmeiner High School
To analyze how twelfth graders at Hermann Gmeiner High School use
English cohesive devices in writing essays in terms of types, frequency of each type, and correctness of usage.
Research questions
In order to accomplish the preceding objectives, the following research questions must be addressed:
1 How do the twelfth graders at Hermann Gmeiner High School perceive English cohesive devices?
2 How do the twelfth graders at Hermann Gmeiner High School use English cohesive devices in writing essays in terms of types, frequency of each type, and correctness of usage?
Scope of the study
This study at HGHS in Dalat city examines students' perceptions of cohesion in English essays and their usage of cohesive devices, focusing on frequency, semantic, and syntactic features It does not address other writing aspects such as coherence, writing structure, punctuation, or additional grammatical elements.
The study involves twelfth graders from HGHS, selected through convenient sampling due to the researcher's current teaching role, which facilitates efficient data collection without disrupting their academic schedule At this stage, students possess the necessary skills to write English essays, distinguishing them from tenth graders.
11 th graders do not know how to write English essays
This study aims to explore students' perceptions of cohesion in English essays and their use of cohesive devices While the primary focus is on students, teachers play a supportive role by assessing the students' essays, providing a reliable factor in the evaluation process.
Significance of the study
Theoretically, the result of this research is supposed to contribute and provide additional information that can help other researchers conduct further educational research development in the field of cohesion
This research aims to highlight the significance of cohesion in essay writing, ultimately enhancing students' writing skills It provides essential insights into the fundamental principles of cohesive devices, enabling students to understand the connections between sentences and paragraphs effectively.
This study offers valuable insights for teachers to assess students' perceptions of cohesion in English essays, identifying both strengths and weaknesses to enhance writing skills It reveals how students utilize cohesive devices, enabling educators to leverage advantages while mitigating disadvantages Additionally, the findings serve as a reference for teachers to deepen their understanding of students' perceptions of cohesion and the application of cohesive devices in writing, ultimately supporting the development of their teaching strategies.
Definition of key terms
To avoid any mistake in interpreting the title of this research, the research needs to explain the terms relating to it The terms are as mentioned below
Perception, as defined by Schacter, Gilbert, and Wegner (2009), involves the association, identification, and explanation of sensations, framed within a psychological context This study aims to explore students' perceptions of cohesive devices.
Cohesion, as defined by Wignell (1994), refers to the linguistic elements that create continuity in a text beyond mere clause structure and complex sentences It emphasizes the semantic relationships between sentences, highlighting their interdependence within the overall narrative.
Cohesive devices, as defined by Rini (2009), are essential clues that help speakers and listeners uncover the meanings behind surface utterances Halliday and Hasan (1976) identified five primary types of cohesive devices: reference, substitution, ellipsis, conjunction, and lexical cohesion This study primarily focuses on reference, substitution, conjunction, and lexical cohesion, excluding substitution and ellipsis due to their limited application in academic contexts, where they are more commonly found in spoken discourse.
According to Gerot and Wignell (1994, p.170), reference systems are essential for establishing and maintaining the identity of participants within a text These systems utilize personal pronouns, demonstratives, and comparatives to create cohesive relationships between the referring items and their antecedents.
According to Halliday and Hasan (1976), substitution involves replacing one element with another within a structure In English, substitutes can function as nouns, verbs, or clauses, with common examples including "one," "same," "do," and "not."
Ellipsis, as defined by McCarthy (1991), refers to the grammatical omission of elements that are typically necessary but are considered evident from the context by the speaker or writer This linguistic feature allows for more concise communication, as it relies on the audience's ability to fill in the gaps based on the surrounding information Halliday and Hasan further explore this concept, emphasizing its significance in effective language use.
Ellipsis, as defined by 1976 (p.143), refers to the substitution of an item in a text with nothing, allowing readers and listeners to infer its meaning by referencing the preceding context.
According to Baker (1992), conjunctions serve to link sentences, clauses, and paragraphs through formal markers, distinguishing them from reference, substitution, and ellipsis Unlike these other devices, conjunctions do not require readers to seek out missing information elsewhere in the text or fill in structural gaps Instead, they guide readers to focus on the upcoming content while maintaining a connection to previously mentioned ideas.
Lexical cohesion refers to the relationships between words within a text, as noted by Gerot and Wignell (1994) It primarily consists of two types: reiteration and collocation Reiteration, as described by Halliday and Hasan (1976), involves components that share the same referent and can be expressed through repetition, synonymy, antonymy, or superordination Additionally, Platridge (2012) defines collocation as the occurrence of specific vocabulary items that frequently appear together.
Organization of the study
Apart from the acknowledgment, the abstract, the list of figures, and tables, this research consists of 5 chapters, a list of references, and appendices
- Chapter 1 (Introduction) presents background, statement of the problem, aims and objectives, research questions, scope, significance, and definition of the key terms
- Chapter 2 (Literature Review) lays the theoretical foundations for the whole research, and summarizes, evaluates past research related to this research in the field of cohesive devices
Chapter 3 (Methodology) outlines the research process, detailing the location and timing of the study, as well as the materials, techniques, samples, and data utilized It also describes the various approaches and procedures implemented throughout the research.
Chapter 4 (Findings and Discussion) reveals the research results, offering interpretations and analyses of key patterns identified in the data Additionally, it engages with existing literature in the field to contextualize the findings.
10 the similarities and differences in the findings
Chapter 5 (Conclusion) summarizes the key findings of the thesis, discusses the implications of the research, outlines its limitations, offers recommendations for future studies, and includes a list of references.
Introduction
This chapter critically reviews and analyzes literature related to the topic, aiming to summarize and evaluate past research while highlighting similarities, differences, and controversies It situates the author’s research within the existing body of work, identifies gaps, and proposes new research hypotheses Key areas of focus include the definition and importance of essay writing, perceptions surrounding it, aspects of cohesion and correctness in English, as well as a review of previous studies and the study's conceptual framework.
Definition of Essay writing
Writing is a complex skill that demands a writer to possess content knowledge and clearly convey concepts within various structural forms Consequently, students aiming for proficiency in English often find writing particularly challenging, as it requires the ability to effectively use language to express ideas Zamel (1983) emphasizes that writing is a meaning-creating process, highlighting its intricate nature.
“ESL skilled writers show the ability to explore and clarify ideas and capability of attending to language-related concerns primarily after their ideas have been delineated.”
Academic writing is a form of composition that involves the integration of structural sentence units into a cohesive and coherent larger framework, as noted by Grabe and Kaplan (1998) This process results in a unique piece of writing that effectively communicates ideas.
Composition writing encompasses surface features that link discourse and organizational logic, creating a cohesive whole beyond individual sentence meanings It can be categorized into two types: telling and retelling Additionally, writing evolves from narrative and descriptive forms to expository and argumentative styles.
An essay is a structured collection of paragraphs that develop a central idea, as defined by Ruetten and Smalley (1994) This intricate writing process necessitates proficiency at the sentence, paragraph, and organizational levels According to Hyland (2002), students must be adept at constructing simple, compound, and complex sentences Additionally, they should be capable of identifying and writing topic sentences along with supporting ideas to create coherent paragraphs At the organizational level, it is essential for students to learn how to effectively compose an entire essay.
There are four major types of essays: Narrative, Descriptive, Expository, and Persuasive A Narrative Essay requires students to share a personal story, which can be challenging as it involves introspection and self-expression To engage readers effectively, writers should evoke strong emotions and vivid imagery, typically using the first-person perspective to create a deeper connection through “I” statements Additionally, concluding with a personal insight enhances the narrative's impact Meanwhile, a Descriptive Essay focuses on painting a vivid picture through detailed observations, inviting readers to experience the subject vividly.
Students often describe places, objects, and people using vivid language and sensory details in their descriptive essays, aiming to evoke emotions in their readers.
An expository essay is an informative writing format where students explain a topic using facts, statistics, and examples, distinguishing it from variations like comparison and contrast essays or cause and effect essays Since expository essays rely on objective information rather than personal feelings, students should avoid using the first person In contrast, a persuasive essay requires students to present their viewpoint and convince readers to accept their opinion, necessitating the use of facts, logic, examples, and expert opinions to build a strong case.
An essay is structured into three essential parts: the introduction, body, and conclusion The introduction serves to present the topic, main idea, and thesis statement The body consists of developmental paragraphs that elaborate on the main idea, while the conclusion summarizes the key points discussed throughout the essay.
Importance of Essay writing
Essay writing is a vital skill in English education, offering numerous benefits to students It enhances motivation by encouraging them to think critically, organize their ideas, and develop summarization and analytical skills According to Munsell and Clough (1984), argumentative writing allows students to articulate and defend their viewpoints effectively Additionally, essay writing sharpens students' learning and thinking skills related to the English language, fostering deeper engagement with the material.
14 in English, and regularly it will improve students’ English skills not only in writing but also in others such as speaking, reading, and listening
In Vietnam's education system, English is a mandatory subject, with writing being a vital component of language acquisition High school students begin to engage with essay writing, laying the groundwork for their future English studies Establishing a strong foundation in essay writing is essential, as it serves as a powerful tool for students to articulate their ideas and excel academically According to Crowhurst (1990), essay writing is critical for both academic success and broader life skills, as students must complete numerous extensive papers throughout their college journey Mastery of essay writing in English is key for students to thrive in higher education and effectively conduct research.
Perception
People come from diverse backgrounds, leading to unique perceptions and responses to various stimuli According to Simo and Pekka (2008), perception involves changes in sensory organs triggered by the object being perceived, resulting in individual preferences This concept is particularly evident in a singer audition where three judges evaluate contestants based on their vocal talent For instance, a man may sing beautifully and attractively, yet only one judge may appreciate his performance, highlighting the subjective nature of perception in talent evaluation.
In a recent evaluation, 15 judges expressed differing opinions about a singer, with some appreciating the talent while others dismissed it as ordinary, highlighting the subjective nature of perception According to Andej (2003), perception is influenced by optical flows and optic arrays, suggesting that individuals interpret the same object through varied informational lenses This divergence in perception significantly shapes people's attitudes, behaviors, and adjustments Montague (1997) emphasizes that students' perceptions reflect their personal feelings toward a subject This study aims to explore students' perceptions of cohesive devices in essay writing.
2.4.2 The Importance of Students’ Perception
Understanding student perceptions is crucial for teachers and lecturers, as it significantly influences their evaluation processes and helps them recognize the outcomes of student feedback.
Students' perception is essential in evaluating teaching effectiveness, as highlighted by research from 2003 Understanding students' likes and dislikes enables teachers to enhance their teaching methods and improve material delivery Montague (1997) emphasizes that students' perceptions are critical for measuring learning outcomes Additionally, Andej (2003) indicates that these perceptions are key components in assessing classroom conditions Therefore, acknowledging students' perceptions is vital for the development and evaluation of teaching practices.
Perception is the process of evaluating conditions or settings through mental images, ideas, and awareness, shaped by physical sensations and experiences It encompasses an individual's ability to see, hear, feel, and understand their social environment, both physically and mentally.
Perception is an analytical arrangement of sensory stimuli, both internal and external, that allows individuals to understand their surroundings (Stone & Neilson, 1985) It functions as a cognitive mechanism for recognizing familiar people, objects, and events (Leathers, 1992; Elliot, 2004) According to Zumri (2011), perception helps individuals organize and interpret environmental stimuli, indicating that interpretation stems from a logical process in the mind rather than occurring by chance This process requires encounters with various circumstances, as individuals recall past experiences and memories associated with those events.
Cohesion in English
According to Yule (2006), Text is certainly considered as a structure that completely depends on factors, whereas a single sentence is not the same, and
Cohesion is defined as the grammatical and lexical elements that create connections between different sections of a text (Tanskanen, 2006) It serves to highlight relationships within a discourse (Verschueren, 1999) and is essential for understanding the connections among sentences and clauses (Gutwiniski, 1976) Furthermore, cohesion is rooted in the semantic and grammatical properties of language, emphasizing that sentences must be interpreted in relation to one another (Bex, 1996).
Moreover, Widdowson (2007, p.37) shows that “the identification of connections that are linguistically signaled, like those between pronoun and a previous noun phrase, enables us to recognize the cohesion of a text.” Matthews
Cohesion refers to the connections between successive sentences in texts and conversations, as defined by Halliday and Hasan (1997) in terms of specific syntactic units Beaugrande and Dressleer (1981) emphasize that cohesion signals relationships among surface elements, while Richards and Schmidt (2002) describe it as the grammatical and lexical relationships between different components of a text, which can occur within or between sentences Baker (1982) further explains cohesion as a network of lexical, grammatical, and other relations that link various parts of a text, highlighting its importance in creating coherence.
(1992, p.31) states that “the use of language forms to indicate semantic relations between elements in a discourse.”
Cohesion serves as a vital tool for linking sentences, ensuring they are interconnected within a paragraph or essay According to McCarthy (1991), the presence of cohesion is essential for maintaining the unity of the text.
Cohesion is essential for distinguishing a text from non-text, as it connects ideas and creates a unified flow of information (Halliday & Hasan, 1976; Hinkel, 2003) It serves as a tool for speakers and listeners to uncover underlying meanings in communication (Schiffrin, 1987) Additionally, cohesion involves words or phrases that signal relationships between statements, helping readers connect current content with previous or forthcoming ideas (Reid, 1993).
Halliday and Hasan (1976) define cohesion in text linguistics as a semantic concept that emphasizes the relationship of meaning within a text, which is essential for defining it as a cohesive unit.
Cohesion in discourse occurs when the understanding of one element relies on another, creating an interdependent relationship that enhances meaning This interconnectedness implies that without referencing the related element, the message cannot be fully grasped.
A relationship of continuity is formed when this occurs, and the two components, presupposing and presupposed, are therefore at least theoretically incorporated into a text.” (Halliday and Hasan, 1976, p.04)
Text formation serves as the primary function of cohesion, creating a unified whole of linguistic elements This unity, where individual items come together to form a coherent semantic entity, is the foundation of cohesion According to Van Dijk (1997), the term "text" refers to both written passages and spoken discourse.
19 or written, prose or verse, dialogue, or monologue of whatever length in term of linguistics as well as mention the theoretical construct in term of discourse
According to Brown and Yule (1983), text serves as a record of discourse, encompassing everything from a child's cry to significant conference discussions Text carries inherent meanings, shaped by internal resources Halliday and Hasan (1976) further define text as a semantic unit, emphasizing its role in conveying meaning.
By using suitable language devices, cohesion can be managed to be a signal which creates the relationship between sentences and parts of a text Connor
According to research by 1996, certain devices aid readers in recognizing the organization of texts and the functional and semantic connections between different parts These devices are designed to enhance comprehension, allowing readers to grasp the text's meaning even when elements are omitted or replaced Additionally, Harmer (2004) emphasizes the importance of various grammatical devices in ensuring that readers can consistently understand references, even when nouns are substituted with pronouns or when words are left out.
Using cohesive devices effectively helps readers and listeners understand the relationships between different parts of a text This creates a semantic unit where linguistic elements depend on one another, ensuring that one section of the text is linked to another Consequently, cohesion fosters continuity, enabling readers and listeners to fully engage with and interpret all components of the content.
Halliday and Hasan (1989) define that tie is a tool showing the relationship is only effective when there are two members The concept of tie is shown through the following figure:
Figure 2 1 The concept of tie (Halliday and Hasan 1989)
According to Halliday and Hasan (1989), a text is a continuous idea where individual messages are sequentially connected The elements A and B, which may belong to different messages, are linked by a semantic relationship, establishing cohesion among the messages within the text These meaning relations are essential for understanding the overall coherence and flow of the content.
Cohesive devices are words or phrases that illustrate the grammatical and lexical relationships between various elements within a text, including sentences and parts of sentences They are essential in writing as they connect separate clauses, sentences, and paragraphs, enhancing the overall flow and coherence of the text According to Broadhead and Berlin (1981), cohesive devices are fundamental in establishing clear connections throughout written communication.
Devices that indicate relationships between ideas are crucial for clarifying the writer's "line of thought." According to Raimes (1979), these connections play a vital role in maintaining the author's intended meaning.
Cohesion can be categorized into various forms, including reference, substitution, ellipsis, conjunction, and lexical relationships Halliday and Hasan (1976) further classify cohesion into two primary types: grammatical and lexical Grammatical cohesion involves linking devices such as reference, ellipsis, connectives, and substitution, while lexical cohesion encompasses reiteration and collocations.
Figure 2 2 Cohesive devices (Halliday and Hassan, 1976)
Cohesion in text plays a crucial role in linking grammatical features across sentence boundaries, as highlighted by Carter (2001) Halliday (1976) further categorizes grammatical cohesion into four key elements: reference, substitution, ellipsis, and conjunctions.
According to Tannen & Hamilton (2001), reference is considered resources for referring to a particular element the identity of which is recoverable McCarthy
Correctness
In language teaching, "correctness" refers to the accuracy of linguistic systems, encompassing aspects such as tense forms, grammatical concordance, spelling, and punctuation (Allison, 1999) Bartasch (1987) identifies six types of correctness, which include the accuracy of primary means of expression and the correctness of lexical items.
37 syntactic form, the correctness of the text, semantic correctness, and pragmatic correctness
The English language exhibits various forms and variations influenced by its regional usage, making it essential for learners to understand standard language forms due to their widespread prevalence Mastering standard English is crucial for demonstrating proficiency, as highlighted by Allison (1999), who notes that language errors can adversely affect learners' skills Therefore, assessing students' language correctness is vital for evaluating their learning achievements.
Previous studies
Research has identified several common cohesion issues faced by English students in essay writing, including the overuse, underuse, and misuse of conjunctions (Castro, 2004; Chen, 2008; Crewe, 1990; Fan, Hsu, and Yang, 2006; Kanno, 1989; Sadighi, 2012) Additionally, students frequently struggle with the misuse of lexical cohesive devices, limited lexical choices, improper collocations, and the use of unrelated or redundant reiterations These findings highlight the persistent challenges that English learners encounter in enhancing the coherence of their written work.
Meisuo (2000) conducted a study on cohesive devices in expository essays written by Chinese second-year English majors, utilizing both quantitative and qualitative methods The research involved analyzing 107 essays from two Chinese universities, employing Halliday and Hasan’s (1976) taxonomy of cohesive devices as the analytical framework The findings revealed significant insights into the use of conjunctions within these compositions.
A study involving 38 students revealed that they extensively misused a variety of additives First, they frequently employed additive words such as "and" and "also" inappropriately Secondly, their use of temporal connectors like "first," "secondly," and "finally" was often incorrect Furthermore, the students misapplied adversative terms, including "but" and "however," leading to confusion in their writing Overall, this misuse of language elements highlights a significant area for improvement in their communication skills.
Hamed (2004) explores the use of conjunctions in argumentative essays composed by fourth-year EFL undergraduate students majoring in English at Omar Al-Mukhatar University in Libya.
This study examined the use of conjunctions among Libyan EFL students, analyzing 32 essays from 16 participants based on Halliday and Hasan’s (1976) taxonomy Data was collected through questionnaires and essays, revealing that students often misused conjunctions, with adversative conjunctions posing the greatest challenge The difficulties faced by participants were linked to three main factors: negative transfer from their first language, overgeneralization in English, and the way conjunctions are presented in ESL/EFL textbooks.
Numerous studies have examined cohesion in essay writing in countries where English is taught as a foreign language For instance, Liu and Braine (2005) investigated cohesive features in the argumentative writing of 96 first-year Chinese undergraduate students Their findings revealed that these students struggled to effectively use cohesive devices in their writing Consequently, Liu and Braine (2005) emphasize the necessity for further research aimed at enhancing students' awareness of the importance and application of cohesive devices in their writing.
It is the reason why the present study focuses on this gap to conduct more research to enhance the students’ awareness about the significance of cohesion in writing
In Saudi Arabia, Al-Jarf (2001) found that 59 Arab EFL students at King Saud University struggled primarily with substitution as a cohesive device, alongside difficulties in reference and ellipsis The study attributed these cohesion anomalies to poor linguistic competence, particularly in syntactic and semantic awareness, as well as inaccurate knowledge of cohesion rules Similarly, Ahmed (2010) highlighted that Egyptian students faced cohesion issues in EFL essay writing due to low English proficiency In Nigeria, Olateju (2006) discovered that 70 final-year students at Ooni Girls High School could not effectively use cohesive devices, despite six years of intensive English education These findings indicate that cohesion problems vary across different educational contexts and backgrounds, prompting the current research to focus on 12th-grade students at HGHS to identify their specific challenges and investigate the underlying causes, ultimately aiming to enhance students’ writing skills.
In Vietnam, research has highlighted significant issues regarding students' cohesion in writing A study by Do Minh Hung and Vo Thi Anh Thu (2014) focused on the use of cohesive devices in English essay writing among fifty third-year EFL majors at Dong Thap University The findings revealed a lack of awareness among students about the importance of cohesion, leading to various challenges they encountered in their writing.
In a study conducted by Tran Thi Hai Binh (2014) at Thang Long University, an error analysis was performed on the use of conjunctions in the essay writing of 100 first-year students at the pre-intermediate level The research aimed to highlight the importance of cohesion in writing, emphasizing the teacher's role in helping students improve their skills Data was collected through various methods, including translation tasks, sentence rewriting, and storytelling based on images The analysis involved four steps: identifying errors in cohesive devices, labeling them, categorizing them into separate indexes, and counting their frequency of occurrence The findings revealed that students faced significant challenges in using conjunctions effectively in their writing.
The varying results indicate that learners face diverse challenges with cohesion in essay writing, highlighting that cohesion is a significant difficulty for many students across different countries This disparity may arise from differences in perception and contextual factors Consequently, further research is essential to gain a deeper understanding of learners' perceptions and to explore the specific cohesion-related issues that students encounter.
Conceptual framework
The study examined English cohesive devices as outlined by Halliday and Hasan (1976) Carter (2001) noted that substitution and ellipsis are rarely utilized in academic writing and are predominantly present in spoken discourse Consequently, these two types of cohesive devices fall outside the scope of the author's focus.
The current study excluded 41 devices from its analysis A comprehensive taxonomy of cohesive devices was utilized to design a questionnaire aimed at exploring students' perceptions of English cohesive devices and their application in essay writing.
Figure 2 4: Conceptual framework of the current study
The study gathered students' perceptions of cohesive devices through questionnaires, focusing on their definitions, functions, and usage as outlined by Halliday and Hasan (1976) The questionnaire specifically assessed students' understanding of the role of cohesive devices in writing To analyze their use in essays, cohesive devices were coded and quantified based on type, frequency, and correctness All types of cohesive devices, including grammatical and lexical cohesion, were examined in the students' essays, excluding ellipsis and substitution.
Summary
This chapter reviewed relevant studies and theoretical concepts to establish a context for the research, including critical studies that support the topic It provided a problem statement, rationale, and research questions to ensure a logical flow from the introduction The chapter clarified the researcher’s ideas, developed the research methodology, and contextualized the findings Following Halliday and Hasan's (1976) taxonomy of cohesive devices, a questionnaire will be created in the next chapter to analyze the presence and usage of cohesive devices in essay writing, focusing on their types, frequency, and correctness.
Introduction
This chapter provides a detailed overview of the research methods utilized in this study, including information about the participants and the data collection instruments It also outlines the complete data collection process, ensuring clarity and transparency in the research methodology.
Research design
This study utilized a mixed-method design, incorporating both quantitative and qualitative data collection A questionnaire was administered to gauge students' perceptions, while content analysis was employed to examine the use of cohesive devices in student essays According to Duriau, Reger, and Pfarrer (2007), content analysis bridges qualitative and quantitative research methods, serving as a technique for making valid and replicable inferences through the interpretation and coding of textual material By systematically evaluating various texts, qualitative data can be transformed into quantitative insights.
Research site
The study was carried out at HGHS, in Da Lat city, in the first semester of the 2019-2020 Academic Year
Hermann Gmeiner high school, built in 1994, is located at 63-65 Hung Vuong Street, Ward 9, Da Lat City, Lam Dong Province This school contains three
44 academic levels: primary, secondary, and high school, but it mainly focuses on educating the high school level
At HG High School in Vietnam, students engage with a Basic English curriculum that spans nearly 100 periods over two semesters, focusing on integrated skills like reading, speaking, writing, and listening Writing instruction averages 24 periods, with twelfth graders receiving 12 periods in the first semester, where they learn to write paragraphs and letters Various assessments, including oral tests and written exams, contribute to their overall scores, with writing accounting for about 25% of each test The current English textbook is outdated, limiting students to writing paragraphs of no more than 150 words Recognizing the significance of essay writing for students' development, the researcher implemented essay writing instruction prior to the study, aiming to enhance students' writing skills for future academic success and to ensure the validity and reliability of the research findings.
Sample and sampling procedures
All 90 participants attending HGHS twelfth graders were chosen to complete the questionnaire and write the given essay topics However, there were 5 students who attended to the pilot questionnaire, so these students were eliminated from official questionnaire administration in order to ensure the validity and reliability, which led to the number of participants in questionnaire decreased to 85 students These students were chosen due to convenience sampling because the researcher was currently teaching them and because they have learned how to write English essays, so it is convenient to conduct the
The study aimed to explore the cohesion issues in students' essays, utilizing convenience sampling to efficiently gather data without disrupting their study schedules This approach, commonly used for participant selection, facilitated the research process as outlined by Stewart and Shamdasani.
(1990), saving time and money are its advantages
The study collected demographic information from grade 12 students, including gender, age, and class, revealing that 61.2% of the 52 respondents were male and 38.8% were female, with most participants being 18 years old, while 23.5% were 17 Surprisingly, only 27.05% of students reported having been taught English cohesive devices, raising concerns about their understanding of the terminology Despite the researcher's efforts to translate the questionnaire into Vietnamese and clarify difficult terms, the low percentage suggests a gap in instruction on cohesive devices among these students.
Research instruments
Data collection is a crucial step in research, significantly impacting the study's findings Selecting the appropriate technique is essential, as it shapes the quality of the data gathered This study utilized a questionnaire and content analysis as the primary methods for information collection, with the questionnaire being recognized for its effectiveness in gathering valuable insights.
Content analysis is an effective method for gathering data from various classes, as highlighted by Nurhayadi (2012, p.54), who defines it as the process of obtaining data from diverse sources such as notes, transcripts, books, letters, magazines, and agendas This approach offers researchers a rich and stable foundation for expanding their understanding of the subjects they study.
A questionnaire was utilized as a key research instrument due to its widespread popularity in various fields, particularly in education It is highly effective for collecting data from large groups, including entire classes or multiple classes, making it an ideal choice for gathering insights from numerous participants.
2012) Besides, the design of the questionnaire was based on the Likert scale format The statements were formulated upon the research questions and relevant literature
The researcher developed a questionnaire rooted in the conceptual framework outlined in section 2.8 to explore students' perceptions of cohesive devices' definition, function, and usage Two versions of the questionnaire were created, one in English and the other in Vietnamese, ensuring that participants could easily comprehend the questions and provide accurate responses.
Furthermore, besides the questions in part A about the personal information of the participants, part B of the questionnaire included 18 items with a Likert scale, which were categorized into three clusters
- Questions 1-2: asked about the students’ perception of cohesive devices
47 of definition in relation to what they know about the cohesive devices
- Questions 3 – 6: asked students’ perception of the function of cohesive devices, including their knowledge about cohesive devices’ role in the text
Questions 7-18 explored students' perceptions regarding the use of cohesive devices in essay writing, specifically focusing on reference, conjunction, and lexical types The aim was to identify how students employed these devices to achieve cohesion in their writing, highlighting the frequency of use for different types of cohesive devices.
To ensure the validity and reliability of the study, a pilot questionnaire was administered to 5 random students from a total of 90 participants These students reported difficulties with 7 specific questions, particularly with terms like substitution, lexical cohesion, synonyms, and antonyms In response, the researcher paraphrased these complex terms into simpler language to enhance understanding The revised questionnaire was then distributed to the remaining 85 students for completion.
During the study, students provided subjective perceptions of cohesive devices through a questionnaire, which may not have been entirely accurate To obtain more precise data, participants were tasked with writing two English essays in class, each ranging from 200 to 250 words, without the aid of any dictionaries.
48 document resource in 60 minutes on one topic provided The essay topics were suggested by the researcher, which were drawn from the textbook
Topic 1: Why we should learn English
Topic 2: Do you agree or disagree with the following statement?
“University is the best way to success”
Twelfth graders often struggle with essay writing, making guided activities essential for teaching them the proper structure By focusing on key elements such as an engaging opening, a clear thesis statement, a logically organized main body, and a relevant conclusion, students can learn to craft coherent essays effectively.
To ensure the reliability of the findings regarding students' use of cohesive devices in essay writing, participants were prohibited from using dictionaries or any reference materials Under the researcher’s supervision, students wrote their essays enthusiastically and responsibly during the allocated time without prior knowledge of their participation in the study, which helped prevent any influence on their writing To maintain data accuracy, each student was instructed not to share their final drafts with classmates and to submit their compositions directly to the researcher upon completion The collected essays were then numbered sequentially from 1 to 180.
Data collection procedures
In the first semester of the 2019-2020 academic year, a questionnaire was administered to 85 students to assess their understanding of cohesive devices Students were encouraged to respond honestly and seek clarification on any confusing items The completed questionnaires were collected by the researcher on the same day for analysis, aiming to gain insights into the students' perceptions of cohesive devices.
49 were coded to be the number including (1)= Strongly disagree; (2)= disagree; (3)=Neutral; (4)= Agree; (5)= Strongly agree
After completing a questionnaire, students were instructed to write their first essay in class two weeks later, followed by a second essay on a different topic one month after the first This timing was strategically chosen to minimize disruption to their learning process In total, 90 participants produced 180 essays, with each student unaware that their writing would serve as research data This approach ensured that students approached the essays as regular tests, without knowledge of the study's focus on CDs, allowing for authentic performance.
The documents were gathered as textual data and analyzed through descriptive methods, employing manual coding and categorization The cohesive devices within the data were identified and coded using their initial letters.
R, C, L stands for Reference, Conjunction, Lexical, respectively Their sub- types are coded by numbers, as presented in Table 3.1 below
Table 3 1: Cohesive devices investigated in the current study
Data analysis procedures
Descriptive statistics were utilized to analyze the questionnaire data, offering researchers a clear overview of the dataset, as noted by Mackey and Gass (2005) This analysis was conducted using the Statistical Package for Social Sciences (SPSS) Version 2015.
According to Jamieson (2004), the five-point Likert scale from Strongly disagree to Strongly agree was interpreted in terms of the mean (M) score as follows:
The analysis of the questionnaire results utilized the Likert scale to determine the mean (M) values For instance, a mean score of 2.7 regarding students' perceptions of cohesive devices indicates a neutral stance, suggesting that students are uncertain about their understanding of cohesive devices.
Cohesive devices in essays were systematically coded and categorized into reference, conjunctions, and lexical devices A total of 180 essays were analyzed to calculate the percentage of these devices, with their frequency and correctness assessed using SPSS for descriptive statistics, including mean and deviation Three teachers evaluated the essays, identifying and labeling cohesive devices, and compiling the data into separate indexes for accurate counting The author then synthesized the results, facilitating discussions among the teachers to reach a consensus; in cases of disagreement, the author made the final determination on the results.
To ensure reliability, each student essay was evaluated three times by different trained English teachers These teachers participated in a seminar focused on cohesive devices, learning their types, coding, and effective methods for assessing student essays to analyze the use of cohesive devices in writing.
Validity and Reliability
Validity in research refers to the credibility, reliability, and defensibility of data when challenged This study employs time triangulation to analyze student writing data, incorporating both cross-sectional and longitudinal approaches Cross-sectional studies, as noted by Cohen and Manion (1997), gather data from different populations at a single point in time, allowing for comparisons among various samples Conversely, longitudinal studies focus on the same population, collecting data at multiple time points to assess changes in the same group's results over time.
This research demonstrates high validity and reliability for three primary reasons Firstly, it utilizes the cohesive devices taxonomy established by Halliday and Hasan (1976), ensuring a solid theoretical foundation Secondly, a pilot study was conducted with five students to refine the questionnaire, making it more comprehensible and accessible for all participants to express their perceptions effectively Lastly, each essay was evaluated by three carefully trained teachers, coded as T1, T2, and T3, to maintain consistency and accuracy in the assessment process.
Table 3 2: Information about teachers who checked the essays and their code
1 HNTV English teacher at HGHS T1
2 TVT English teacher at HGHS T2
3 KTKD English teacher at HGHS T3
Besides, the questionnaire was piloted with 5 HGHS eleventh graders, who were not involved in the study.
Summary
The Methodology Chapter outlines the research process undertaken to address the research questions, providing essential details about the study conducted among twelfth graders at HGHS during the 2019-2020 academic year Data collection was primarily achieved through questionnaires and essay writing, with the analysis performed using descriptive statistics via the Statistical Package for Social Sciences (SPSS) Version 2015.