The Effectiveness of Process Writing in Developing Coherence and Cohesion in English for Academic Purposes (EAP) Learners' Texts

Abstract

This paper explores the effectiveness of the process writing approach in enhancing coherence and cohesion in the writing of English for Academic Purposes (EAP) learners. Employing a quasi-experimental pre-test/post-test design, the study involved 60 intermediate to advanced learners enrolled in an Intensive English Program (IEP). Participants were divided into two groups: an experimental group that received instruction using the process writing approach, and a control group that followed traditional writing instruction methods. The results indicated that the experimental group showed significant improvements in both writer-centered strategies and reader-oriented coherence and cohesion. These improvements are attributed to the recursive nature of the process writing approach, which allowed for multiple opportunities for revision and feedback. In contrast, the control group demonstrated only minimal progress. The findings suggest that the process writing approach is an effective pedagogical strategy for improving academic writing in EAP contexts, particularly in organizing ideas coherently and linking them logically. This study contributes to the existing literature on EAP writing instruction and provides insights into effective teaching practices that support the development of academic writing skills.