Data Sheet 1_Teaching coherence and cohesion to Chinese EFL undergraduates: a concept-based classroom intervention.pdf

To advance this line of inquiry, we presented a mixed-methods research that employed the Concept-based Language Instruction (C-BLI) to teach coherence and cohesion to Chinese English as Foreign Language (EFL) learners, with an aim to examine changes in learners' conceptual understandings and writing performance following the intervention.

Data sources included written texts, metalinguistic knowledge tests as well as learning process data from four focal students. Quantitative pretest-posttest comparisons revealed substantial improvements in learners' conceptual understanding, whereas no statistically significant changes were observed in overall writing quality or coherence and cohesion. Qualitative analyses of the focal students’ learning data showed that the learners drew on their knowledge repertoire and metaphorical thinking to appropriate the target concepts.