English Abstract
ABSTRACT:
This study aims at investigating the use of logical connectors in the reading and
writing of Bahraini Secondary School EFL learners. In addition, it examines the effect
of teaching logical connectors on students' reading comprehension and writing
abilities. The study endeavored to find out the most common connectors used in
students' writing. Also, if there are any incorrect uses of logical connectors.
Moreover, it investigates the correlation between the use of connectors and the writing
quality (writing proficiency) and students' understanding the function of the
connectors. The research questions were answered through students' answers to a
battery of three pre-tests and post-tests. The students were given a reading
comprehension test based on understanding logical connecters, production test, and a
writing test. The students' answers to these writing tasks were analyzed using
qualitative and quantitative methods.
The participants of the study included Bahraini students. They were divided into
control and experimental groups. They were female third year students at secondary
school, who were at the intermediate level of proficiency in the English language. The
experimental group was taught logical connectors through teaching writing, while the
control group was not taught logical connectors. The results of the pre-tests revealed
that students rarely use logical connectors, and they generally do not understand their
functions. Thus, the writing quality was weak. On the other hand, the results in the
post-tests indicated that implementing teaching helped the students improve their use
of logical connectors. Furthermore, students used many different connectors and they
were able to answer the reading comprehension and production test. As a result, their
writing became stronger in terms of quality. Accordingly, the study provided some
implications for teachers, students, and curriculum designers.
