This study examines college-level Arabic L1 users’ command of cohesive devices by exploring the extent to which Omani student-teachers of English and native English speakers differ in their use of cohesive devices in descriptive English writing. Halliday and Hasan’s framework of cohesion was used to analyze the essays written by the two groups. A qualitative research methodology was utilized to analyze the writing of the two groups to reveal the points of strengths and weaknesses in their writing. The results of the study indicated that there was a notable difference between the natives’ and the students’ use of cohesive devices in terms of frequency, variety, and control. While L1 English users’ writing displayed a balance between the use and frequency of various types of cohesive devices, the students overused certain types (repetition and reference) while neglecting to use the others, thereby often, rendering their written texts noncohesive.

This study examines college-level Arabic L1 users’ command of cohesive devices by exploring the extent to which Omani student-teachers of English and native English speakers differ in their use of cohesive devices in descriptive English writing. Halliday and Hasan’s framework of cohesion was used ...