چکیده:
The current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced، intermediate، and elementary EFL learners’ writing performance. The participants of the study were 94 undergraduate students majoring in English Literature at the University of Isfahan. To elicit the relevant data، participants were given a pretest of writing ability to check their initial knowledge and unprompted use of metadiscourse markers. All the three groups were then exposed to explicit instruction of metadiscourse markers for six successive sessions. Finally، a post test measuring their writing ability with metadiscourse markers in focus was administered. The findings indicated generally that explicit instruction of metadiscourse markers significantly improves EFL learners’ writing ability. It was however unpredictably revealed that learners at the intermediate level improved significantly greater than those at the advanced and elementary levels. These findings firstly call practitioners to pay more serious attention to metadiscourse markers in making EFL curricula. Secondly، they ask for the reinforcement of metadiscourse markers through explicit instruction in EFL courses for the improvement of the learners' writing ability.
خلاصه ماشینی:
com Abstract The current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced, intermediate, and elementary EFL learners’ writing performance.
(1) Following what was mentioned above, the present research aimed at investigating the impact of explicit instruction of metadiscourse markers on EFL learners' writing performance, since learning appropriate use of metadiscourse markers seems to be of considerable importance for becoming proficient writers in academic English and, more broadly speaking, for becoming effective communicators when addressing the intended readership Thus, efforts were made to address the following questions and test the two null hypotheses: 1.
2. 2 Materials The materials used in this study comprised a) a Michigan proficiency test (MELAB 1992), with 100 multiple-choice items on vocabulary, various grammatical points as well as reading comprehension texts, intended to divide the participants into three levels of language proficiency, b) a pretest to assess their initial knowledge and use of metadiscourse markers, and c) a post test to measure the participants writing performance after explicit instruction.
To see if explicit instruction had a considerable impact on writing ability of the intermediate group learners, confidence interval of difference and significance value of the test have been provided.
To see if explicit instruction had a considerable effect of explicit instruction of metadiscourse markers on writing ability of the advanced group learners, confidence interval of difference and significance value of the test have been provided.