Research Summary: Teaching coherence and cohesion to Chinese EFL undergraduates: a concept-based classroom intervention

A research study implemented a Concept-based Language Instruction (C-BLI) intervention to enhance the understanding and application of coherence and cohesion in writing among Chinese English as Foreign Language (EFL) undergraduates. The intervention demonstrated significant improvements in learners' conceptual understanding of these critical writing elements, although a statistically significant improvement in writing performance was not observed in the quantitative analysis.

Why it matters

Effective communication, particularly in written form, is foundational for academic and professional success across all domains. Enhancing the understanding of core writing principles like coherence and cohesion can significantly improve the quality of output from individuals operating in global contexts, impacting an organization's internal and external communication efficacy and overall operational clarity.

Key insights

• The study focused on improving the teaching of coherence and cohesion in writing for Chinese EFL undergraduates.
• A Concept-based Language Instruction (C-BLI) methodology was employed as the intervention.
• Quantitative pretest-posttest comparisons indicated substantial improvements in learners' conceptual understanding of coherence and cohesion.
• No statistically significant improvement in overall writing performance was found through quantitative analysis, despite the gains in conceptual understanding.
• The research utilized a mixed-methods approach, combining written texts, metalinguistic knowledge tests, and learning process data.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1953703