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Journal of Teaching Language Skills، جلد ۲۹، شماره ۲، صفحات ۱۵۵-۱۷۴
عنوان فارسی The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners' Writing Performance
چکیده فارسی مقاله 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.
کلیدواژه‌های فارسی مقاله 1. Metadiscourse Markers 2. Writing Ability 3. Language Proficiency 4. Explicit Instruction،
عنوان انگلیسی The Impact of Explicit Instruction of Metadiscourse Markers on EFL Learners' Writing Performance
چکیده انگلیسی مقاله 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.
کلیدواژه‌های انگلیسی مقاله 1. Metadiscourse Markers 2. Writing Ability 3. Language Proficiency 4. Explicit Instruction
نویسندگان مقاله حسین وحید دستجردی | vahid dastjerdi
university of isfahan, isfahan
سازمان اصلی تایید شده: دانشگاه اصفهان (Isfahan university)

مریم شیرزاد |
m. a. student university of isfahan, isfahan
سازمان اصلی تایید شده: دانشگاه اصفهان (Isfahan university)

نشانی اینترنتی http://jtls.shirazu.ac.ir/article_412_3ff92424e54a9bc14d442f961e6285dd.pdf
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