Cohesion and Coherence in the Writing of Libyan EFL Learners

Abstract

Cohesive devices are fundamental to the linguistic system and are central to constructing readable texts. Research indicates that students often struggle to understand how cohesive ties function to achieve a communicative purpose and improve comprehension. This study employs a

qualitative design to analyze the descriptive texts of students at the Gharian language center. Grounded in Halliday and Hasan’s (1976) theoretical framework, the research addresses the observed misunderstanding and lack of awareness of cohesion among learners, which frequently results in the inappropriate use of cohesive devices in their assignments.

Consequently, the study examines the semantic relationships between ideas within the students’ texts. The findings provide feedback for instructors, recommending that cohesion and coherence be taught intensively throughout the academic year. The research emphasizes the need to dedicate more instructional time to sub-skills, such as the effective use of cohesive ties, to create semantically coherent written pieces. This approach necessitates a direct focus on explicit writing instruction. For example, conjunctions—as a key cohesive device—should be taught explicitly with sufficient practice to ensure students can master their application in writing assignments.