Cohesion in L2 writing: assessing the role of pre-task planning and topic familiarity through a task-readiness lens.
Saved in:
| Title: | Cohesion in L2 writing: assessing the role of pre-task planning and topic familiarity through a task-readiness lens. |
|---|---|
| Authors: | Abdi Tabari, Mahmoud1 (AUTHOR) mabditabari@unr.edu, Golparvar, Seyyed Ehsan2 (AUTHOR) |
| Source: | Language Learning Journal. Jun2026, Vol. 54 Issue 3, p459-479. 21p. |
| Subject Terms: | *Cohesion (Linguistics), *Composition (Language arts), *Fluency (Language learning), *Academic language, Discourse markers |
| Abstract: | This study investigates the impact of pre-task planning and topic familiarity on the use of cohesive devices in second language (L2) writing. Cohesion, achieved through the appropriate utilisation of cohesive devices (local, global, and text), enhances text coherence and readability. However, the influence of pre-task planning and topic familiarity on cohesive device usage in L2 writing has received limited attention. To address this research gap, 32 L2 learners from an American university's 15-week English for Academic Purposes (EAP) programme were randomly assigned to planning and no-planning groups. Participants completed both a familiar and an unfamiliar writing task, determined by a survey conducted at the outset of the study, with task order counterbalanced. The writing performances were analysed using 25 cohesion measures to examine the use of different cohesive devices. Results showed that pre-task planning and topic familiarity significantly impacted local and global cohesion measures, while text cohesion measures were sensitive solely to topic familiarity. Furthermore, planning and topic familiarity effects varied across different cohesion measures and aspects; connective usage was lower in the pre-task planning condition, whereas adjacent paragraph overlap in content lemmas and adjacent sentence overlap in all lemmas were higher in essays by pre-task planners. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
