Introducing Students with Lexical Bundles to Improve Academic Writing: Students’ Learning Experiences and Perceptions

This paper aims at explaining the experiences and perceptions of a group of senior EFL students concerning the teaching of lexical bundles to improve coherence in their writings. Students' writings in this study refer to Review of Previous Studies section of a final project. The students are at the eight and tenth semester at the English language education study program at a university in Central Java, Indonesia. Research questions focus on how students describe their experiences in learning lexical bundles for their academic writing and how students perceive the impact of lexical bundles on their writing coherence. The data were collected through focus group discussion, interviews, classroom observations, field notes, a questionnaire with open-response items, and document review. This study makes a significant contribution to the teaching of academic writing in English as a foreign language (EFL) context by providing more in-depth insight into the process of students learning to write Review of Previous Studies by employing lexical bundles according to the discourse functions.