Textual coherence in EFL Student Writing

Abstract

The study investigates EFL learners’ use of coherence relations at three levels of language learning. A corpus of ninety essays was analyzed using rhetorical Structure Theory as a framework. The objective is to investigate the developmental aspect of coherence in the Moroccan EFL learners’ writings. The MANOVA results reveal that the learners’ proficiency level has a significant effect on their use of coherence relations. The use of cause, interpretation, justifies, condition, solutionhood, elaboration, purpose, evidence and evaluation increases as the learners develop higher level of language proficiency. However, the relations that are referred to as macro-relations and that affect writing quality such as elaboration, evaluation, evidence and sequence are found only in third year college students.This reflects these students’ ability to support and elaborate their ideas.Students at lower levels, however, need to develop the ability to use these macro relations, since they are the main contributors to global coherence.