<![CDATA[Cohesion plays an important role in EFL writing as it helps students produce coherent texts. However, research on cohesive device errors from a gender perspective remains limited. This study examines the types of cohesive devices used by male and female tenth-grade students in recount texts and the errors in their use. Using a descriptive qualitative design, 34 student texts were analyzed based on Halliday and Hasan (1976) and Dulay et al. (1982). The results show that both groups used reference, conjunction, reiteration, and collocation, while substitution and ellipsis were absent. A total of 128 errors were identified across all texts. Male students produced more cohesive devices and contributed 72 errors, with conjunction addition errors as the most frequent. Female students produced 56 errors, with reference misformation errors dominating. These findings indicate that male and female students face different challenges in using cohesive devices and highlight the need for targeted instructional support.]]>
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