Abstract
The aim of this study was to examine the effects of a process oriented program focused on the teaching of three types of conjunctions on Iranian EFL learners’ ability to produce coherent and well –organized texts. The researcher as the teacher explained about the different usage of conjunctions for the experimental group. Furthermore, this group received model essays in the form of cloze tests (conjunctions were omitted). Students should complete the cloze tests by using conjunctions. Later on they had access to the completed form of those cloze tests and then summarized the texts. Control group did not get any explicit instruction about using conjunctions or any cloze test. They just received the same model essays and summarized them. In the post-test, both groups wrote about the same writing task. The results show that students in the experimental group outperformed the control group in terms of using conjunctions appropriately.
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