Examining Logical Connectives and Person Markers in P4 Learners' Biographies

Abstract

Biographical writings form a primary genre in language teaching and provide students with opportunities to reflect on their experiences while enhancing their writing abilities. This research examines how P4 (fourth-grade) ESL learners use coherence and cohesiveness in narrative creation in biographical writing. The study analyses endophoric references, logical connectives, person indicators, and sequencing tactics in 13 student-written biographies using mixed approaches. Qualitative interpretation illuminates how language characteristics shape literary cohesiveness and personal expression, while quantitative analysis shows their frequent patterns. Findings show that young ESL learners use discourse markers inconsistently, overusing personal pronouns and limited logical connectors. Data in graphs and tables show these trends and suggest instructional interventions. The study suggests instructional guidelines to improve narrative coherence in early-stage second-language acquisition, contributing to ESL writing growth. These findings impact multilingual educational curricula and instruction.