Résumé:
V
Abstract
The present study investigates the impact of anaphora instruction on enhancing cohesion in
the essays of third year EFL students at the Department of English, Jijel University. It is
hypothesized that after receiving instruction on anaphora, students will write better cohesive
essays, employing greater and diverse use of anaphoric references. To test these hypotheses,
this study employed a quasi-experimental design wherein a non-equivalent control group
design was adopted. The study involved two groups serving as experimental and control,
with 15 participants in each group selected through purposive sampling. The latter process
incorporated Jacob’s ESL composition profile as both a sampling instrument and an
evaluation device. The treatment consisted of four instructional sessions on anaphora
conducted over a period of two weeks. The intervention also incorporated QAT to teach
anaphora. Additionally, a pre-test and post-test were administered as data gathering
instruments to assess the effectiveness of the intervention
