The present study attempted to find an effective treatment for the problem of incoherent essays that are produced by EFL learners. This was done through focusing on the product approach as the study aimed at investigating the effect of a written monologue feedback on the problem of relational coherence in students' writings. The study is a quasi-experimental one that offers three rounds of the treatment on their in-class writings. To enable the instructors of the experiment to give structured written monologue feedback, two tasks were prepared: a feedback form based on guided questions to help the instructors give structured feedback on coherence and an edtech tool (Canvas) was selected to facilitate giving online written monologue feedback. The findings of the quantitative data obtained from the Pre-Test and Post-Test revealed a significant improvement in the scores of the participants in the criterion of coherence in the Post-Test over the Pre-Test. When comparing the feedback of the instructors who used the guided feedback form to those who did not, it was noted that most of the comments of the instructors who did not use the feedback form focused on cohesion and not coherence.