Abstract: This study investigates the role of parallel structures in enhancing the cohesion and coherence of writing among 143 third-year English as a Foreign Language (EFL) students at the Banking Academy of Vietnam. The study also examines how these students perceive their ability to use parallel structures and how well their self-perceptions align with actual improvements in their writing performance. The research employed a primarily quantitative approach, utilizing structured writing assessments and self-perception surveys.