The use of grammatical devices to achieve cohesion in Grade 12 EFAL learners’ essays in Malamulele South Circuit

The use of grammatical devices to achieve cohesion in Grade 12 EFAL learners’ essays in Malamulele South Circuit

Mzamani Steven Khosa , Hlaviso Motlhaka & Ernest Klu

Issue: Vol. 7 No. 6 2026 Article 8 pp.683 – 695
DOI : https://doi.org/10.38159/jelt.2026768 Published online 31st July 2026.

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ABSTRACT

English writing proficiency is essential for learners of English as a First Additional Language (EFAL) in South Africa. Achieving this requires writers to use precise vocabulary, appropriate expressions and well-structured sentences, which is challenging for most students. The aim of this study is to identify patterns in the use of grammatical cohesion and to highlight the challenges that learners face in achieving coherent writing. The study explored the use of grammatical cohesion among Grade 12 English First Additional Language (EFAL) learners with particular emphasis on students in the Malanulele South Circuit of South Africa. A qualitative approach was adopted to examine the types of grammatical cohesive devices that learners use in their written texts. Data was collected from learners’ essays and analysed using thematic content analysis. The study found that the Grade 12 First Additional Language learners in the Malamulele South Circuit use all types of grammatical references, such as personal, demonstrative, comparative, and definite articles, as cohesive devices in their English essays. However, the study also found errors in addition and mismatches in the learners’ essays. The results indicate that the Grade 12 First Additional Language learners in the Malamulele South circuit relatively use reference as their cohesive device in English essays. Also, most writing challenges are in the application of personal pronouns, which require special attention from teachers and learners. The study recommends that essay-writing lessons be taught alongside cohesive devices. This study contributes to the scholarship on second language writing by providing context-specific insights into the use of grammatical cohesion among students.

Keywords: Cohesion, Coherence, Demonstrative, Grammatical reference, Personal and Definite article

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AUTHOR(S)

Dr. Mzamani Steven Khosa is a lecturer, researcher, and academic supervisor at the University of Venda with over 15 years of teaching experience. His research interests include English language education, discourse analysis, academic writing, and multilingualism. He has published extensively and supervises postgraduate research across several areas of applied linguistics.

Ernest Kwesi Klu is a Professor of Educational Linguistics and Academic Literacy at the University of Venda, South Africa. He is a product of the University of Ibadan, Nigeria, and the Rand Afrikaans University (now the University of Johannesburg, South Africa). He has also lectured at the University of Namibia and the Medical University of Southern Africa. Before moving into higher education, he taught high school English in Lesotho and South Africa. He has served as a PG supervision mentor in various universities. He has over 90 peer-reviewed articles and he has presented papers at several local and international conferences. He has also served as an external examiner for many universities.

Prof. Hlaviso Motlhaka is an Associate Professor and School of Education Research Chairperson attached to the School of Education, University of Limpopo. Prof Hlaviso Motlhaka holds a Doctor of Philosophy in Applied Language and Literacy Education from the University of the Witwatersrand. He also holds a Postgraduate Diploma in Higher Education in Teaching and Learning from Stellenbosch University. He is the author of over 60 articles in accredited journals. Prof Motlhaka has successfully supervised 28 Masters and four Doctoral students. His research interests include multilingualism, translanguaging, English First Additional Language of Learning and Teaching and Academic Literacy. He is a reviewer of international and nationally accredited journals and an external examiner of postgraduate studies at several South African universities. He presented research papers and chaired sessions at national and international conferences. He has been awarded several awards in recognition of his work, such as the Vice-Chancellor’s Award for Research Excellence in the School of Education, University of Limpopo, Vice-Chancellor’s Excellence in Teaching Awards, University of Venda, and a Fulbright Scholarship by the United States Department of State, among others.

TO CITE ARTICLE

Khosa, Mzamani Steven, Hlaviso Motlhaka and Ernest Klu. “The use of Grammatical devices to achieve cohesion in Grade 12 EFAL learners’ essays in Malamulele South Circuit.” Journal of Education and Learning Technology 7, no.6 (2026): 683 – 695. https://doi.org/10.38159/jelt.2026768