The Impact of Online Metadiscourse Markers Instruction on Iranian EFL Learners' Expository Writing: A Mixed Methods Study

Subject Areas : Research in English Language Pedagogy

Mozhdeh  Tahmasbi ¹ (Department of English, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran)
Majid  Fatahipour ² (Department of English, Parand Branch, Islamic Azad University, Parand, Iran)
Neda  Gharagozloo ³ (Department of English, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran)

Received: 2023-02-26 Accepted : 2023-06-20 Published : 2024-12-01

Keywords: Metadiscourse Markers, Shad application, expository writing, E-Platforms, Metadiscourse Instruction,

Abstract :

Focusing on metadiscourse markers during EFL writing classes has garnered research attention, yet few studies were conducted on online expository writing. This study explores the effect of metadiscourse markers instruction on expository writing of 80 male and female EFL learners in the school context, selected through convenience sampling and an interview followed with a smaller number of participants. Initially, the eighty participants were assigned to experimental (n=40) and control (n=40) groups after checking homogeneity in terms of English proficiency level. The participants in the experimental group received explicit instruction of markers, whereas the control group received the conventional curriculum-based writing instruction that included similar material/topics, except for the explicit focus on metadiscourse markers, all through a uniform digital platform mandated in the state-run schools. The frequency/use of metadiscourse markers in the writing assignments of the participants per session and the total was noted, and then a corpus of 80 collected essays was analyzed by a trained rater and researcher to both analyze whether metadiscourse markers instruction had any significant effect on expository writings and to determine which metadiscourse markers showed up in the texts written by students more. Finally, a semi-structured interview was conducted with eight EFL instructors to explore their attitudes. Statistical test of Analysis of Covariance showed a significant effect of metadiscourse markers instruction on EFL learners’ expository writing. Another finding was that participants employed interactional metadiscourse markers frequently. Implications for policy-makers, students, and teachers indicate that free access to online writing resources improves learning perceptions/outcomes.

References:

Afshar M. A., & Ebrahimi, S. F. (2017). Realization of attitude and engagement markers in students’ presentations. International Journal of Applied Linguistics and English Literature, 6(2), 73-77.

Allan, D. (2004). Oxford placement test 2 (Vol. 10). Oxford University Press.

Anwaruddin, S. M. (2019). Teaching language, promoting social justice. Calico Journal, 36(1), 1-18.

Anwaruddin, S. M. (2018). Beyond determinism and instrumentalism: Re-conceptualizing technology for CALL. In Applications of CALL theory in ESL and EFL environments (pp. 22-35). IGI Global.

Ary, L. C., & Sorensen, C. (2010). Introduction to research in education. Cengage Learning.

Bhowmik, S. (2021). Writing instruction in an EFL context: Learning to write or writing to learn language? BELTA Journal, 5(1), 30-42.

Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.

Braun, V., Clarke, V., & Rance, N. (2015). How to use thematic analysis with interview data. In. Vossler, A. & Moller, N. The Counselling and Psychotherapy Research Handbook, 183-197.

Carolan, F. & Kyppö, A. (2015). Teaching process writing in an online environment. Procedia –Social and Behavioral Sciences, 29, 1115–1122.

Chen, Y., Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective. Computer Assisted Language Learning, 33(1-2), 1-25.

Crismore, A. (1989). Talking with readers: Metadiscourse as rhetorical act. Peter Lang.

El-Dakhs, D. A. S. (2020). Variation of metadiscourse in L2 writing: focus on language proficiency and learning context. Ampersand, 7, 100069.

Fatahipour, M., Tahmasbi, M., & Salehi, M. (2020). Ecology of teaching academic writing: A case study of the effect of metadiscourse markers instruction on intermediate EFL learners' narrative vs. descriptive writing. Başkent University Journal of Education, 7(1), 70-80.

Geta, M. & Olango, M. (2016). The impact of blended learning in developing students’ writing skills: Hawassa University in focus. African Educational Research Journal, 4(2), 49-68.

Hyland, K. (2018). Metadiscourse: Exploring interaction in writing. Bloomsbury Publishing.

Hyland, K. (2017). Metadiscourse: What is it and where is it going? Journal of Pragmatics, 11(3), 16–29.

Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. Continuum.

Jafarian, k., Soori, A., & Kafipour, R. (2012). The effect of computer-assisted language learning (CALL) on EFL high school students’ writing achievement. European Journal of Social Sciences, 27(2), 138-148.

Kinneavy, J. E. (1969). The basic aims of discourse. College composition and communication, 20(5), 297-304.

Mohamed, A. F. B., & Rashid, R. B. A. (2017). The metadiscourse markers in good writers’ essays corpus. International Journal of English Linguistics, 7(6), 213–220.

Pallant, J. (2013). SPSS Survival manual. (5th Ed). Allen & Unwin.

Paltridge, B. (2019). Focusing on language in second language writing classrooms: Rethinking the approach. Journal of Second Language Writing, 46, 1-2.

Rahimi Rad, M. (2020). Iranian EFL learners’ use of metadiscourse markers in argumentative writing. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1353-1362.

Sasaki, M. (2002). Building an empirically-based model of EFL learners’ writing processes. In Ransdell & M. Barbier (Eds.), New directions for research in L2 writing (pp. 49–80). Kluwer Academic Publishers.

Shafiee Rad, H., Namaziandost, E., & Razmi, M. H. (2022). Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions. Journal of Research on Technology in Education, 2(3), 1-17.

Tafazoli, D., Gomez-Parra, M. E., & Abril, C. (2020). Teachers’ computer-assisted language learning (CALL) literacy: A comparative study in Spain and Iran. International Journal for 21st Century Education, 7(1), 3-18.

Taghizadeh, M., & Tajabadi, F. (2013). Metadiscourse in essay writing: An EFL case. International Research Journal of Applied and Basic Sciences, 4(7), 1658-1662.

Tajik, A., Hedayat, N., & Gharagozloo, N. (2023). The effect of interactive metalinguistic feedback on the iranian middle school students’ argumentative writing in English: A mixed methods research. Research in English Language Pedagogy. Article in press.

Zaghlool, Z. D. (2020). The Impact of using CALL online writing activities on EFL University students’ writing achievement. Theory and Practice in Language Studies, 10(2), 141-148.