Interactive metadiscourse markers in English cause-and-effect essays: Examining the effect of ongoing instruction, teaching materials and teacher feedback

Date

2024-2

Author

Ekşioğlu, Lütfü

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This study aims to examine to what extent ongoing instruction affects the use of interactive metadiscourse markers by (1) identifying the types, frequencies and accuracy of the interactive metadiscourse markers (i.e., transitions, code glosses, frame markers, and evidentials) employed by Turkish learners of English at preparatory school in their cause-and-effect essays, (2) analysing how metadiscourse is represented in teaching material, (3) reviewing metadiscourse literacy of teachers, and (4) discovering the effect of feedback type on the participants' use of these markers. To fulfil these aims (1) cause-and-effect essay first and final drafts from 123 participants, (2) teaching materials, (3) online survey responses from 7 teachers, and (4) explicit feedback related to metadiscourse markers were collected and triangulated. Quantitive and qualitative analysis conducted on the participant drafts, teaching material, teacher responses, and feedback indicated various findings. The ongoing instruction conducted at the preparatory school increased the number of markers employed in the final drafts; however, the variety of the markers was not affected. Meanwhile, the teaching material was not adequate in terms of metadiscourse representation. Teacher qualitative data indicated a variety of findings regarding metadiscourse literacy of teachers. Furthermore, type of feedback given to the drafts influenced the use of interactive metadiscourse markers.

Subject Keywords

Metadiscourse, Interactive metadiscourse markers, Ongoing metadiscourse instruction, Metadiscourse feedback, Metadiscourse teaching material

URI

https://hdl.handle.net/11511/108397

Collections

Graduate School of Social Sciences, Thesis