Abstract
This study investigates the role of cohesion and coherence in enhancing EFL/ESL students’ writing quality. Grounded in the cohesion framework of M.A.K. Halliday and Ruqaia Hasan (1976), the study analyzes students’ use of cohesive devices and their relationship to overall writing performance.
Conducted during the second semester of 2024–2025 academic year at The University College for Educational Sciences, the study employed a descriptive empirical design. A purposive sample of 30 second-year students’ writing tasks was analyzed according to five cohesive devices: reference, substitution, ellipsis, conjunction, and lexical cohesion.
Findings reveal limited and imbalanced use of cohesive devices, with overreliance on lexical repetition and simple connectors, and underuse of substitution, ellipsis, and logical connectors. Misuse negatively affected coherence, while appropriate use improved clarity and writing quality. The study recommends explicit instruction and further research with larger samples.