An Investigation into Cohesion Errors in VSTEP Writing Tests of the Second Year EFL Students

Abstract

 VSTEP, the first-ever Vietnamese standardized test of English proficiency, was nationally released in March 2015 and considered a graduation requirement at some universities in Vietnam. The tests evaluate students’ four language skills namely listening, speaking, reading, and writing skills. Especially, task 2 writing tests are marked based on cohesion criteria which contribute to the overall meaning of the text. However, a few research studies have been conducted to investigate cohesion mistakes in VSTEP writing papers, which have a far-reaching effect on candidates’ writing scores. Therefore, the purpose of this study is to analyze and examine cohesion mistakes related to transition signals and references in academic writing. Eighty VSTEP essay writing tests of the second year EFL students at the University of foreign language studies – the University of Danang were collected randomly. Data collection then was analyzed to see what types of cohesion mistakes students made and the frequency of errors. The study makes use of both qualitative and quantitative information employing a descriptive method. A framework by Halliday and Hassan (1976) was adopted to analyze the data. In terms of transition signals-related mistakes, the findings reveal that those common ones are repetition, overuse, or lack of transition signals, even misuse of linking devices inadequate meaning and formal register. Also, unclear referencing and misuse of reference are found. Based on the findings, some implications and suggestions on cohesion teaching and cohesion self-check strategies when doing the VSTEP writing test were put forward.