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\plain\pard\sl-238 \li20 \ri1882 \expndtw-1 \f10 \fs16 Literacy Information andComputer Education Journal (LICEJ), Volume 1, Issue 4, December 2010

\par\plain\sl-287\fs29\par\sl-240\fs24\par\par\par\par\par\pard\pard\sl-321 \li317 \ri84 \expndtw-5 \b \f20 \fs27 Students' Problems with Cohesion and Coherence inEFL Essay Writing\plain\par\pard\sl-321 \li317 \ri2377 \fi2307 \expndtw-4 \b \f20 \fs27 in Egypt: DifferentPerspectives\plain\par\sl-308\fs31\par\sl-240\fs24\par\pard\pard\sl-277 \li2898 \ri3056 \fi723 \expndtw-6 \f20 \fs24 Abdel Hamid Ahmed\plain\par\pard\sl-277 \li317 \ri2405 \fi2581 \expndtw-3 \i \f20 \fs24 Helwan Faculty of Education, Egypt\plain\par\pard\sl-275 \li317 \ri2804 \fi3024 \expndtw-4 \i \f20 \fs24 [email protected]

\par\sect\sectd\sbknone\cols2\colno1\colw4305\colsr382\colno2\colw4396\plain\sl-313\fs31\par\pard\pard\sl-240 \li304 \ri1417 \fi1532 \expndtw-9 \b \f20 \fs24 Abstract

\plain\par\sl-226\fs23\par\pard\pard\sl-230 \li19 \ri0 \fi284 \expndtw0 \i \f20 \fs20 Thecurrent study focuses on the organisational\plain\expndtw0 \i \f20 \fs20 problems that Egyptian student teachers of English\plain\expndtw2 \i \f20 \fs20 encounter when they write an English essay. In\plain\expndtw0 \i \f20 \fs20 particular, the current study aims at investigating\plain\expndtw-1 \i \f20 \fs20 students' cohesion and coherence problems in EFL\plain\expndtw0 \i \f20 \fs20 essay writing. A mixed method research design was\plain\expndtw-2 \i \f20 \fs20 used including a questionnaire and a semi-structured\plain\expndtw-1 \i \f20 \fs20 in-depth interview. Analysis of findings revealed

that\plain\expndtw0 \i \f20 \fs20 students encounter some problems in the cohesion\plain\expndtw-1 \i \f20 \fs20 and coherence of EFL essay writing. Discussion and\plain\expndtw-2 \i \f20 \fs20 implications of these findings are presented.\plain\par\sl-267\fs27\par\pard\pard\sl-240 \li20 \ri2464 \expndtw-6 \b \f20 \fs24 1. Introduction\plain\par\sl-229\fs23\par\pard\pard\sl-229 \li19 \ri1 \fi243 \expndtw1 \f20 \fs20 Students' writing in an EFL classroom context\plain\expndtw4 \f20 \fs20 should show their awareness of their own\plain\expndtw2 \f20 \fs20 communicative goals, of the reader, and of the

\plain\expndtw0 \f20 \fs20 writing context. Essay writing, which constitutes a\plain\expndtw-2 \f20 \fs20 problem for many ESL/EFL students worldwide, is a\plain\expndtw-2 \f20 \fs20 major challenge for many student teachers of English\plain\expndtw0 \f20 \fs20 at Helwan Faculty of Education in Egypt. Despite\plain\expndtw1 \f20 \fs20 numerous approaches to the teaching of writing\plain\expndtw1 \f20 \fs20 having evolved from different teaching methods,\plain\expndtw3 \f20 \fs20 tackling EFL writing is still one of the most\plain\expndtw-2 \f20 \fs20 challenging areas for teachers and students. Egyptian


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\plain\expndtw1 \f20 \fs20 student teachers of English at Helwan Faculty of\plain\expndtw0 \f20 \fs20 Education have to pass many academic courses in\plain\expndtw-1 \f20 \fs20 English. Nevertheless, these students still experience\plain\expndtw1 \f20 \fs20 some problems in the cohesion and coherence of\plain\expndtw-2 \f20 \fs20 their English essay writing as indicated by the results\plain\expndtw3 \f20 \fs20 of a preliminary essay writing questionnaire\plain\expndtw-3 \f20 \fs20 administered to one hundred students.\plain\par\pard\sl-229 \li19 \ri1 \fi243 \expndtw3 \f20 \fs20 To the best of my knowledge,most of the\plain\expndtw1 \f20 \fs20 Egyptian studies conducted in the field of essay\plain\expndtw3 \f20 \fs20 writing at the university level are, however,\plain\expndtw1 \f20 \fs20 quantitative. The problem of the current study is\plain\expndtw3 \f20 \fs20 concerned with exploring the organisational\plain\expndtw0 \f20 \fs20 problems that Egyptian student teachers of English\plain\par\pard\sl-229 \li19 \ri160 \expndtw-2 \f20 \fs20 encounter while composing theiressays in English.\plain\par\pard\sl-230 \li19 \ri3 \fi243 \expndtw0 \f20 \fs20 EFL lecturers and students face certain problems\plain\expndtw0 \f20 \fs20 in teaching and learning writing. As many teachers

\par\column\plain\sl-277\fs28\par\pard\pard\sl-229 \li75 \ri34 \expndtw1 \f20 \fs20 of English have noted, acquiring the writing skill\plain\expndtw1 \f20 \fs20 seems to be more laborious and demanding than\plain\expndtw1 \f20 \fs20 acquiring the other language skills [63]. In fact,\plain\expndtw-2 \f20 \fs20 producing a coherent piece of writing is an enormous\plain\expndtw-2 \f20 \fs20 challenge, especially in one's second language [48].\plain\expndtw2 \f20 \fs20 This is magnified by the fact that the rhetorical\plain\expndtw-2 \f20 \fs20 conventions of English texts- the structure, style,

and\plain\expndtw3 \f20 \fs20 organization-often differ from those in other\plain\expndtw2 \f20 \fs20 languages [42] as they require a great effort to\plain\expndtw2 \f20 \fs20 recognize and manage the differences. This is\plain\expndtw0 \f20 \fs20 particularly true of the rhetorical conventions of the\plain\expndtw-5 \f20 \fs20 Arabic language as students' mother tongue.\plain\par\pard\sl-229 \li75 \ri36 \fi243 \expndtw1 \f20 \fs20 In many Arab countries including Egypt, the\plain\expndtw-2 \f20 \fs20 education systems emphasise writing for taking tests.\plain\expndtw-1 \f20 \fs20 In this respect, some studies in the Arab world and

a\plain\expndtw2 \f20 \fs20 few Egyptian studies were conducted offering\plain\expndtw0 \f20 \fs20 different approaches and remedial programmes to\plain\expndtw0 \f20 \fs20 overcome the decontextualisation of writing and to\plain\expndtw-4 \f20 \fs20 develop students' EFL essay writing skills [21].\plain\par\pard\sl-230 \li75 \ri35 \fi243 \expndtw-2 \f20 \fs20 The current study attempted to find answers to the\plain\par\pard\sl-230 \li0 \ri1768 \fi75 \expndtw-3 \f20 \fs20 following research questio


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ns:\plain\par\pard\sl-229 \li0 \ri33 \expndtw2 \f20 \fs20 1- How do Egyptian student teachersand their\plain\par\pard\sl-230 \li359 \ri34 \expndtw1 \f20 \fs20 lecturers perceive the cohesion of the written\plain\par\pard\sl-230 \li359 \ri3094 \expndtw-9 \f20 \fs20 essays?\plain\par\pard\sl-229 \li0 \ri33 \expndtw2 \f20 \fs20 2- How do Egyptian student teachersand their\plain\par\pard\sl-230 \li359 \ri34 \expndtw0 \f20 \fs20 lecturers perceive the coherenceof the written\plain\par\pard\sl-230 \li359 \ri3094 \expndtw-9 \f20 \fs20 essays?\plain\par\sl-264\fs26\par\pard\pard\sl-240 \li0 \ri1986 \fi75 \expndtw-5 \b \f20 \fs24 2.Literature Review\plain\par\sl-229\fs23\par\pard\pard\sl-229 \li75 \ri33 \fi243 \expndtw0 \f20 \fs20 The purpose of this literature review is threefold:\plain\expndtw-1 \f20 \fs20 define EFL/ESL writing, highlight the importance of

\plain\expndtw1 \f20 \fs20 writing to EFL students, and shed light on some\plain\expndtw-2 \f20 \fs20 aspects related to EFL Arab students' organisational\plain\expndtw0 \f20 \fs20 writing problems with special reference to cohesion\plain\expndtw-5 \f20 \fs20 and coherence.\plain\par\sl-264\fs26\par\pard\pard\sl-219 \li75 \ri1759 \expndtw-3 \b \f20 \fs21 2.1. Definition of Writing\plain\par\sl-229\fs23\par\pard\pard\sl-229 \li75 \ri33 \fi243 \expndtw0 \f20 \fs20 Writing is defined as "a reflective activity that\plain\expndtw-2 \f20 \fs20 requires enough time to think about the specific topic

\plain\expndtw4 \f20 \fs20 and to analyse and classify any background\plain\expndtw2 \f20 \fs20 knowledge [11]. Then, writers need a suitable

\par\sect\sectd\sbknone\plain\sl-156\fs16\par\sl-240\fs24\par\par\par\par\par\par\pard\pard\sl-212 \li20 \ri36 \expndtw-2 \f10 \fs16 Copyright 2010, Infonomics Society\plain\tx8757 \tab \expndtw-12 \f10 \fs16 211

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