Abstract:Fifty‐nine EFL college students took a cohesion test in which they identified four types of cohesive ties in a reading text. Incorrect responses were analyzed. It was found that substitution was the most difficult to process, followed by reference and ellipsis, whereas conjunction was the easiest. In resolving the cohesion relationships, the students used the following faulty strategies: An anaphor was associated with the closest noun whether intersentential or intrasentential. When preceded by two potential antecedents, an anaphor was associated with the farther antecedent if it was salient or more familiar; an anaphor was associated with a synonym. In addition, the students matched an anaphor with a word that was identical in pronunciation or punctuation. It was found that cohesion anomalies were caused by poor linguistic competence, especially poor syntactic and semantic awareness, and poor or inaccurate knowledge of the cohesion rules.

This study aimed at finding out whether there were significant differences in achievement between English‐as‐a‐foreign‐language (EFL) freshman students exposed to traditional in‐class writing instruction depending on the textbook only, and those exposed to a combination of traditional in‐class instruction and Web‐based instruction in writing. All students were pretested before instruction and studied the same writing textbook for 12 weeks. In addition, the experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories, or poems on a discussion board. They located information related to themes covered in the book from Internet sites such as “Yahoo! Movies” and “WebMD.” They word processed their paragraphs and checked their own spelling using Microsoft Word. At the end of the treatment, both groups were posttested. Results of the paired and independent t tests and Analysis of Covariance are reported.

"To investigate college students’ agency during the Covid-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low selfefficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students’ agency in DL are given."

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