The role of lexical bundle use in the development of writing proficiency among EFL students
DOI:
https://doi.org/10.53877/r7p3gp89Palabras clave:
lexical bundles, writing proficiency, EFL learners, academic writing, formulaic languageResumen
Writing proficiency is widely recognized as one of the most demanding skills for learners of English as a Foreign Language due to the linguistic, rhetorical, and organizational demands of academic writing. Within this context, lexical bundles have attracted considerable attention because of their role in discourse organization and formulaic language use. However, previous research has reported mixed findings regarding the relationship between lexical bundle use and writing proficiency. Therefore, this study conducted a systematic review to examine this relationship. Adopting a qualitative documentary approach and following the PRISMA framework, the review analyzed 19 studies retrieved from the Web of Science and Scopus databases. The findings suggest that lexical bundle use is closely associated with writing proficiency, particularly in relation to rhetorical organization, discourse awareness, textual cohesion, and academic register. More proficient writers tend to use lexical bundles with greater variation, structural sophistication, and communicative functionality, whereas less proficient writers often rely on more repetitive and limited patterns. The findings also highlight the influence of contextual and cross-linguistic factors on lexical bundle use. Overall, lexical bundles appear to be an important component of academic writing development and have relevant pedagogical implications for writing instruction.
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Derechos de autor 2026 Christian Andrés Rea Almachi, Veronica Gissela Jarrin Escobar
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
