The Effects of Thematic Progression in Improving Coherence and Cohesion in EFL Writing
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
From general observations, the writing produced by EFL students is rather difficult for native English speakers to follow due to its lack of coherence and cohesion. This problem is believed to be minimized by applying Thematic progression theory. This action research was conducted with the purpose to measure to what extent the use of thematic progression could improve coherence and cohesion in writing. Moreover, it also fulfills two sub-tasks which are identifying common theme-rheme problems and clarifying students’ difficulties when applying thematic progression in writing. To reach the answers, the action research was carried out with six-week execution and 20 participants, using both quantitative data (namely numbers of theme-rheme problems and coherence/cohesion scores) and qualitative data (students’ journals). The findings showed that by learning thematic progression, students’ coherence and cohesion band scores could be upgraded by approximately one band. Besides, inappropriate textual theme and empty theme were found to be the main theme-rheme problems. In addition, the shortage of ideas and inflexibility in using grammatical structure were discovered to be hurdles for students to employ the theory in their writing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it