The Effect of a Suggested Program Based on Interactional Metadiscourse Markers on Developing EFL Majors’ Reading Comprehension and the Reader-friendliness of Their Writing

Abstract

Abstract-This study attempted to investigate the effect of using a suggested program of interactional metadiscourse markers on EFL majors' reading comprehension and on their reader-friendly writing. The study used a pre-test/post-test experimental and control group design. An experimental group and a control group were exposed to pre-post means of getting data (a pre-post reading comprehension test and pre-post writing test). Thirty four EFL majors at the College of Education and Arts, Northern Borders University, participated in this study. A 10-week program of interactional metadiscourse markers was developed and given to experimental group students. Results revealed a significant improvement in the reading comprehension of the experimental group students and in their reader-friendly writing. Based on these findings, it was recommended that explicit teaching of metadiscourse markers should be integrated into EFL majors' curricula.

The Effect of PBL and DRTA on Critical Thinking and Reading Comprehension to Students in Elementary School

“…According to Mousavian Guo, [1] [2] [3][4] [5] reading comprehension is an active process in which the reader uses the information in a given text to construct the meaning. Reading comprehension is a process that involves reasoning and recalling memory in an effort to find and understand the information that is communicated.…”