The impact of teaching topical structure analysis on coherence in EFL writing

Building logical bridges between words, sentences, and paragraphs have still been considered to be difficult for L2 learners who are expected to produce comprehensible and fluent written productions—searching for valid and applicable instruction in L2 writing classes, the current study aimed at finding instructional effects of Topical Structure Analysis on the establishment of coherence L2 learners' written productions. The study participants were 14 male L2 learners studying in the prep class of a higher education institution in Turkey. The study employed a quasi-experimental design. The experimental group received instruction on using TSA to revise and compose their writings. In contrast, the control group learned writing conventions within the scope of the curriculum applied in the institution. The quantitative data was obtained from pre-test and post-test rubric scores and progression types scores and the qualitative data was elicited from student reflections and teacher observation notes. The study revealed the positive contribution of TSA on the establishment of coherence in the writings and writing performances of the experimental group. The student interviews and teacher's observation notes have also shown that the implementation of TSA contributed to raising learners' awareness of coherence while diminishing their writing anxiety.