The Role of cohesive devices in L2 writing development: Insights from an intensive EAP program

Abstract

Recent research in L2 writing has increasingly focused on the use and development of cohesive devices at local, global, and textual levels in academic texts. However, little is known about how cohesion unfolds in the writing of English for Academic Purposes (EAP) learners enrolled in intensive instructional programs. Moreover, prior studies often rely on static, decontextualized measures that fail to capture the dynamic and task-sensitive nature of cohesion. Grounded in Complex Dynamic Systems Theory (CDST; Larsen-Freeman, 1997), this study tracked 58 multilingual graduate students enrolled in a five-week intensive EAP course at a major university in the US. Using a multi-wave time-series design, weekly writing samples were analyzed through computational text analysis to examine longitudinal patterns in cohesive device use. Findings revealed significant non-linear growth in text cohesion, modest but statistically significant gains in global cohesion, and inconsistent development in local cohesion. Substantial inter- and intra-individual variability was observed across all cohesion types. Additionally, patterns of cohesive device use were significantly influenced by task type and instructional focus. These results highlight the dynamic, individualized, and context-dependent nature of cohesion in L2 academic writing and underscore the value of longitudinal, fine-grained analyses for understanding developmental trajectories.