Language Development for English-Medium Instruction: A Longitudinal Perspective on the Use of Cohesive Devices by Chinese English Majors in Argumentative Writing

In alignment with a strong increase of fully or partially English-taught programmes worldwide, intense research interest has been drawn to English as medium instruction (EMI) in higher education. the meanwhile, much done concerning cohesion and coherence second language writing, which reveals that appropriate use cohesive devices will ultimately lead text coherence. This study adopts longitudinal perspective examine by Chinese majors argumentative writing EMI context. Thirty-one second-year participated this study. They were given three prompts at initial, middle, final time-points one academic year, respectively. Altogether, 93 writings collected, 30 indices selected investigated local, global levels via two automatic computational tools: Coh-Metrix TAACO. The major findings indicate (1) capable variety their writing. tended local devices, especially connectives, more than devices; (2) Most demonstrated growth. Of indices, 13 presented significant development over among them, 3 level, 10 level level. Informed possible learning trajectories teachers may be guided focus on teaching some specific areas cohesion, students aware what contributes performance emphasize when English.