Effects of Explicit Instruction of Metadiscourse Markers on Persuasive Writing Ability and the Learners’ Attitude towards Teaching Academic Writing with Online Modality
Subject Areas : Journal of Applied Linguistics StudiesMajid Fatahipour 1 , Mozhdeh Tahmasbi 2 , Neda Gharagozloo 3
1 - Assistant professor, Faculty of Humanities, Islamic Azad University, Parand branch
2 - Department of English, Varamin Branch, Islamic Azad University, Varamin, Iran
3 - Assistant professor of Islamic Azad University Varamin, Pishva branch
Keywords: EFL Learners, E-Platforms, L2 Learners&rsquo, Attitudes, Metadiscourse Markers, Persuasive Writing,
Abstract :
Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses.
