Metadiscourse in EAP Classes: A Comparative Analysis of Teacher Discourse in Online and Face-to-Face Modes of Instruction

Date

2025-5

Author

Turan Eroğlu, Meltem

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Metadiscourse, which refers to the features used to organize discourse and orient the audience, has been studied profoundly in written language modalities. By focusing on spoken academic language, this study attempts to address the research gap by investigating the metadiscourse functions employed by EAP teachers in both online and face-to-face (F2F) lessons. In order to identify the similarities and differences in the employment of metadiscourse functions in EAP lessons, a small-scale teacher language corpus, which consists of 14 online and 14 F2F lessons, was created. Based on Ädel’s (2023) metadiscourse model, the transcriptions of classroom discourses of EAP teachers were analysed with a mixed-methods approach, which combines both quantitative and qualitative corpus-based discourse analysis aided by the UAM Corpus Tool. According to the quantitative findings, the EAP teachers utilized metadiscourse primarily to engage and orient the students and to signpost topics and information flow. The findings also suggest that the requisites of teaching in a digital environment seem to influence the prevalence of some functions like managing phorics in online teaching, whereas the physical availability of the audience in F2F teaching might pertain to the intense use of some functions such as managing audience behaviour. In addition, the study implies that the rapid shift in focus in EAP lessons can lead to an intertwinement of various metadiscursive functions and categories in an unpredictable manner, which seems to be connected to teachers’ instructional and pedagogical decisions in real time. The implications of the study point to the need for a systematic approach in language teacher training and EAP teacher development that encompasses metadiscursive skills.

Subject Keywords

Metadiscourse, Teacher Classroom Discourse, EAP instruction, Online mode of teaching, Face-to-face mode of teaching

URI

https://hdl.handle.net/11511/114518

Collections

Graduate School of Social Sciences, Thesis