Effect of Metadiscourse on Reading Comprehension of Iranian EFL Learners

Zarrati, Zahra; Nambiar, Radha M.K.; Maasum, Tengku Nor Rizan Tg Mohd

doi:10.17576/3l-2014-2003-03

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…The result concerning the high rate of deployment of interactive metadiscourse, in excess of the interactional markers was also found to be in agreement with the result described in a study conducted by Salek [8] on academic synopses written in English by native authors. This consistency evidently advocates the significance of textual metadiscourse (also known as interactive metadiscourse) components in academic essays in comparison to the interactional ones.…”

Section: Metadiscourse (Interpersonal Metadiscourse)supporting

confidence: 89%

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Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

Zakaria

Malik²

2018

MATEC Web of Conferences

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Abstract. There is lack of studies on the use of metadiscourse markers; especially amongst international students studying in Malaysia and Malaysia are receiving scores of international students particularly from the Middle East annually. This study involves a textual analysis of students' academic writing where the metadiscourse markers in 50 Arab IIUM students' academic texts were identified and analyzed. The findings of this study indicated that Arab writers had a greater inclination for the deployment of the interactive markers (Total counts = 919) than interactional ones (Total counts = 592) as there was a higher percentage of interactive metadiscourse (60.8%) usage than the interactional ones (39.2%). It might be useful for English language teachers to integrate cultural considerations within their syllabus with regard to metadiscourse markers in order to prepare relevant materials based on their students' needs as well as to develop the students' awareness of the importance of these linguistic features. Introduction Background of studyWriting essays is an important part of a student's life at the university for the reason that they have to write essays for their assignments. The quality of the written assignments would have a significant influence on their academic achievement. Moreover, the capability to compose academic texts competently at institution of higher education is a practical anticipation to be grasped by the tertiary learners [1]. In order to compose a comprehensible writing, the learners need to employ appropriate metadiscourse markers within their written tasks. Tan and Wong (2014) mentioned that metadiscourse is a central semantic means that aids authors to navigate the movement of their written content as well as to address their standpoint to their readers [2].According to Hyland and Tse (2004), the metadiscourse markers are important resources deployed to designate how the text is organized, to clarify difficult words and jargons for readers, and to put into code what rhetorical acts are being performed [3]. Competent employment of metadiscourse markers will make a text readable.Thus, the knowledge of metadiscourse is frequently observed to be beneficial not only for students and the anticipated readers of the students' written works, but also for language instructors. Teachers can interpret their students' writing by looking at the students' deployment of metadiscourse. Consequently, the observation on the deployment of metadiscourse might assist the teachers to guide their students to be more thoughtful of the variances between students' national culture and the culture of the discourse or the community to which the text denotes [4]. Statement of the problemEffective deployment of metadiscourse markers can be one of the means of enhancing the quality of academic essays written within academic circles [5]. Specifically, the utilization of metadiscourse markers were suggested to improve the writing quality [6], increase the readability [7], and build a relationship with the readers [4,...

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Section: Metadiscourse (Interpersonal Metadiscourse)supporting

confidence: 89%

“…Specifically, the utilization of metadiscourse markers were suggested to improve the writing quality [6], increase the readability [7], and build a relationship with the readers [4,8]. These features are very important in developing a good quality academic writing [2].…”

Section: Statement Of the Problemmentioning

confidence: 99%

Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

Zakaria

Malik²

2018

MATEC Web of Conferences

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“…Ahour and Entezari Maleki, 2014) and reading (see e.g. Karimi et al, 2013;Parvaresh and Nemati, 2008;Zarrati et al, 2014). In addition, metadiscourse features have been investigated in contrastive studies (see e.g.…”

Section: Empirical Research On Metadiscourse Features and Writing Performance In Second Languagementioning

confidence: 99%

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Farahani

Pahlevansadegh

2019

JARHE

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Purpose In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses. Design/methodology/approach The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples. Findings The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance. Practical implications The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning. Originality/value This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

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“…Specifically, the utilization of metadiscourse markers is suggested to improve the quality of writing (Shi and Han, 2014; Ho and Li, 2018) increase readability (Zarrati et al, 2014) and build relationship with the readers (Hyland, 2005;Salek, 2014). These features are very important in developing good quality academic writing (Tan and Wong, 2014).…”

Section: Article Historymentioning

confidence: 99%

“…It is therefore suggested that English language teachers integrate and incorporate cultural elements in their lessons with regard to metadiscourse markers.Contribution/Originality: This study documents the examination of metadiscourse markers employed by ESL students and this has offered interesting findings and thought-provoking insights. The discoveries would certainly be enlightening for stakeholders such as syllabus designers of academic writing classes and language instructors.Specifically, the utilization of metadiscourse markers is suggested to improve the quality of writing (Shi and Han, 2014; Ho and Li, 2018) increase readability (Zarrati et al, 2014) and build relationship with the readers (Hyland, 2005;Salek, 2014). These features are very important in developing good quality academic writing (Tan and Wong, 2014).…”

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confidence: 99%

Metadiscourse in the Academic Writing of Local and International Students at a University in Malaysia

Zakaria

Malik²,

Rashid

et al. 2018

International Journal of Education and Practice

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Article HistoryKeywords Academic writing Interactive markers Interactional markers Metadiscourse markers Textual analysis Malaysia.This study examines the use of metadiscourse markers among 50 Malaysian and 50 Arab Pre-University students. The findings of this study indicated that there was a significant difference in the use of metadiscourse markers between Malaysian and Arab Pre-University students {χ2 (1, n = 100) = 7.17, p-value is .007} where the use of metadiscourse markers among Malaysian Pre-University students was substantially higher than that of the Arab Pre-University students. In the use of interactive markers, the results showed significant differences between Malaysian and Arab Pre-University students in the use of transitions, evidential and code glosses. Additionally, in the use of interactional markers, Malaysian and Arab students differed in their use of hedges, engagement markers and self-mentions. These variances in the frequency and forms of metadiscourse markers utilized by the students could be attributed to the diverse cultural backgrounds of the two groups of students. It is therefore suggested that English language teachers integrate and incorporate cultural elements in their lessons with regard to metadiscourse markers.Contribution/Originality: This study documents the examination of metadiscourse markers employed by ESL students and this has offered interesting findings and thought-provoking insights. The discoveries would certainly be enlightening for stakeholders such as syllabus designers of academic writing classes and language instructors.Specifically, the utilization of metadiscourse markers is suggested to improve the quality of writing (Shi and Han, 2014; Ho and Li, 2018) increase readability (Zarrati et al., 2014) and build relationship with the readers (Hyland, 2005;Salek, 2014). These features are very important in developing good quality academic writing (Tan and Wong, 2014). Furthermore, Feng and Hyland (2018) have indicated that metadiscourse has attracted significant attention in contemporary writing as an approach to understanding the rhetorical negotiations involved in academic writing. Therefore, this research aims to examine and compare the use of metadiscourse markers among Malaysian university students and Arab students studying in Malaysia. This comparison is deemed necessary as metadiscourse usage has been reported to differ from one writer"s culture to another (Abbas, 2011;Aya, 2013;Mehrnaz et al., 2014). Moreover, Hogue and Oshima (2007) have stated that academic writing in English is perhaps not the same as academic writing in the writer"s first language. As such, the current study will shed more light on the subject as well as help to confirm whether or not metadiscourse use is dependent on one"s culture. This study will also provide information on the ways metadiscourse markers are used by two different groups, namely the Malaysian and Arab students in the International Islamic University Malaysia (IIUM). In keeping with the aims of the study, the followi...

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Effect of Metadiscourse on Reading Comprehension of Iranian EFL Learners

Cited by 6 publications

References 8 publications

Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

Metadiscourse in Academic Writing of Pre-University Arab Students at the International Islamic University Malaysia (IIUM)

Teaching metadiscourse features and IELTS writing performance of Iranian EFL learners

Metadiscourse in the Academic Writing of Local and International Students at a University in Malaysia

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