Discourse markers in academic and non-academic writings of Thai EFL learners

Choemue, Sumit; Bram, Barli

doi:10.24815/siele.v8i3.20122

Cited by 9 publications

(7 citation statements)

References 16 publications

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“…Putting everything in a nutshell, with the incorrect discourse markers identified that shown some problematic usage from 62 electronic essays of First-year English Language Majors, it may be deduced that students are still unaware about the basic function of every discourse marker that resulted to incorrect and ungrammatical use of these words. This is supported on the conclusions of the previous studies that highlight the important acquisition of the knowledge on discourse markers by the students as it would improve the quality of their written outputs (Riznanda, 2021;Choemue and Bram, 2021;Ni'mah, 2019;Al-khazraji, 2019).…”

Section: Discussionsupporting

confidence: 83%

Markers in Select Electronic Essays of English Language Students

Casio

Sabalberino

Tinonas

et al. 2022

Rand. Inter. Edu. Ling. Sci. J.

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This study ascertained specific discourse markers used under the categories of contrastive, elaborative and inferential in the selected electronic essays of freshmen Bachelor of Arts in BA English Language students of a government run university in Tacloban City, Leyte, Philippines. It pinpointed the discourse markers that are used incorrectly by the freshmen students in their writings. Using a qualitative research design, the data were sourced from the sixty-two students’ electronic essays, enrolled in the History of the English Language course during the first semester of academic year 2021-2022. The essays were described, analyzed and interpreted using the framework on discourse markers developed by Fraser in 2009. Results showed that the students used restricted set of contrastive (“but” and “however”), elaborative (“and” and “furthermore”), and inferential (“because (of/this)” and “so (that)”) discourse markers (DMs). Furthermore, multiple incorrectly used DMs were also found as caused by misused, unnecessary, non-functional, and ungrammatical DMs. As use of discourse markers seemed restricted among the language students, the researchers found a gap of familiarization with other discourse markers and their functions among them, hence, limiting them to use common discourse markers (e.g. but, and, so that etc.). Moreover, students are also still incognizant with the basic functions and categorization of discourse markers which somehow affect the quality of their electronic essay outputs.

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Section: Discussionsupporting

confidence: 83%

Markers in Select Electronic Essays of English Language Students

Casio

Sabalberino

Tinonas

et al. 2022

Rand. Inter. Edu. Ling. Sci. J.

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“…Therefore, teachers should focus on different teaching methods in writing classes while teaching DMs in order to decrease the number of misused and overused DMs. Each DM can be taught separately with its function and place in the paragraph in writing classes (Choemue & Bram, 2021). Sun (2013) reaches a conclusion that DMs affect learning since learning consists of comprehension and production.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University

Aysu

2023

e-ijer

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Writing is one of the productive skills and it is very important. However, it is a very difficult skill to develop even in the native language. In other words, knowing the grammar rules and vocabulary do not create a perfect writing. Using discourse markers between the sentences to relate them with one another makes it more coherent. Therefore, in this study it was aimed to scrutinize the use of discourse markers (DMs) in the paragraphs of high-scored students and low-scored students. In the final exam paper, students were asked to write a story about one of three pictures they chose. They were expected to narrate a story with 100-120 words as they were intermediate level students (B1). After two instructors evaluated each of the students’ writing exams based on the non-academic criteria with the following sub-criteria: “accuracy of vocabulary, variety of vocabulary, accuracy of grammar, variety of grammar, paragraph structure, quality and relevance of ideas, linking words, punctuation and capitalization, and spelling mistakes”, the writings of students who sent their consents were analyzed both quantitatively and qualitatively in this current study. 10 papers for each category (low-scored students’ and high-scored students’ paragraphs) were examined. Results showed that high-scored students used more DMs than low scored-students. Furthermore, misuse of DMs and overused DMs, which result in redundancy in the texts, make the writings disorganized and incomprehensible. Finally, there was a positive relationship between advanced uses and writing scores. As an implication of the study, it should be noted that students should be equipped with the semantically and functionally correct use of DMs. Therefore, teachers should attempt to use different methods or ways to teach them in the classroom.

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“…With it, the findings are elaborated as detail as possible and presented in form of paragraph to give the target readers, namely the novice writers, a clear picture on how to write research articles. The data of this present study is a research article written by Choemue & Bram (2021) entitled "Discourse Markers in Academic and Non-Academic Writings of Thai EFL Learners ". This research article is selected because it is published in 2021 by a journal indexed by Scopus Q1 and Sinta 1.…”

Section: Methodsmentioning

confidence: 99%

“…The research article is written by Choemue & Bram (2021) entitled "Discourse Markers in Academic and Non-Academic Writings of Thai EFL Learners ". It is published in 2021 by a journal indexed by Scopus Q1 and Sinta 1.…”

Section: Summary Of the Research Articlementioning

confidence: 99%

Critical Review on a Discourse Analysis Research: What Novice Writers Can Learn

Williyan¹,

sirniawati

Istianah

et al. 2023

ERJEE

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EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writing experience. Insight and ideas on how to write a research article are presented in this paper. To do that, a qualitative methodology on discourse analysis was employed. The data was taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. The article is broken down in detail to provide a clear picture of how it is constructed by the authors. The analysis revealed that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. This study allows EFL learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written.

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Discourse markers in academic and non-academic writings of Thai EFL learners

Cited by 9 publications

References 16 publications

Markers in Select Electronic Essays of English Language Students

Markers in Select Electronic Essays of English Language Students

Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University

Critical Review on a Discourse Analysis Research: What Novice Writers Can Learn

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