Assessment and Practice in Educational Sciences 3092-717X In Press 2026 11 01 The Distribution of Lexical Cohesive Ties in Iranian Newly Developed High School English Textbooks, Vision Series, and Their Impact on Iranian EFL Learners’ Reading Comprehension The Distribution of Lexical Cohesive Ties in Iranian Newly Developed High School English Textbooks, Vision Series, and Their Impact on Iranian EFL Learners’ Reading Comprehension 1 16 10.61838/japes.276 EN Journal Article 2026 02 25 <p>This study examined the role of lexical cohesion in the Vision Iran English as a Foreign Language (EFL) textbook series and its subsequent impact on learners’ reading comprehension and answered the research question: Quantify the distribution of lexical cohesion subgroups. Using a quantitative, descriptive-correlational, two-stage approach, the first phase of the Vision series textbooks was analyzed to quantify lexical cohesion links (repetition, synonymy, etc.) based on Tanskanen’s (2006) framework and showed a progression from basic repetition in Vision 1 to increased use of activity-related conjunctions in Vision 2 and a balance of repetition and elaboration conjunctions in Vision 3. The second phase measured EFL learners’ reading comprehension through pre- and post-tests, and statistical analyses including ANOVA and Pearson’s r were used to correlate cohesion data with comprehension scores.Key findings indicate a positive correlation between cohesive structure and comprehension, particularly with Vision 2, which suggests that a high density of cohesive ties, coupled with framing ties such as activity-related conjunctions, optimizes comprehension for intermediate learners, thereby emphasizing the critical importance of intentional textbook design and supporting the strategic use of scenario / activity-related conjunction networks. Limitations include the observational design, post-testing, use of intact groups, and a sample of male learners from a single institution.Future research could explore other contexts, longitudinal / experimental designs, effects on writing skills, and the interaction of learner backgrounds with the effectiveness of coherence tools, ultimately providing valuable insights for EFL teaching and textbook development, emphasizing a principled approach to coherence design aligned with learners’ cognitive needs.</p> https://journalapes.com/index.php/apes/article/download/276/285