The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners
In recent decades, undivided attention has been drawn to the examination of metadiscourse in different contexts, genres, languages, and disciplines. Nevertheless, a large body of research has been predominantly centred on the qualitative examination of potential metadiscourse markers and their assoc...
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Imam Khomeini International University, Qazvin,
2024-06-01
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| Series: | Journal of Modern Research in English Language Studies |
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| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3306_f7bc56571fade76bb3e7122c91bf6467.pdf |
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| author | Rajab Esfandiari Omid Allaf-Akbary |
| author_facet | Rajab Esfandiari Omid Allaf-Akbary |
| author_sort | Rajab Esfandiari |
| collection | DOAJ |
| description | In recent decades, undivided attention has been drawn to the examination of metadiscourse in different contexts, genres, languages, and disciplines. Nevertheless, a large body of research has been predominantly centred on the qualitative examination of potential metadiscourse markers and their associated functions. In the current study, we drew on an embedded design and followed learning-oriented language assessment (LOLA) in the use of interactional metadiscourse markers (IMMs) to better understand metadiscourse use by ectenic (n = 27) and synoptic (n = 30) learners using integrative writing tasks. To that end, 57 intermediate language learners completed Ehrman and Leaver’s (2003) learning style questionnaire. We followed Hyland’s (2019) interpersonal metadiscourse markers to determine the learners’ realisation of metadiscourse in their writing. SPSS (version 25) was run to analyse the quantitative data, and MAXQDA (version 2020) the think-aloud data. The results of chi-square analyses showed that ectenic learners outperformed synoptic ones following LOLA in the employment of IMMs. The results of inductive thematic analyses revealed that synoptic learners benefitted from the utilization of LOLA in employing IMMs in their integrative writing tasks. The findings suggest that the use of LOLA as a pedagogical method can effectively develop the writing proficiency of EFL learners. |
| format | Article |
| id | doaj-art-e11c7ec5ab8945eeaddec480297d43ba |
| institution | OA Journals |
| issn | 2676-5357 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj-art-e11c7ec5ab8945eeaddec480297d43ba2025-08-20T02:03:55ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572024-06-01113181206https://doi.org/10.30479/jmrels.2024.19777.2305The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL LearnersRajab Esfandiari0https://orcid.org/0000-0002-2305-762XOmid Allaf-Akbary1https://orcid.org/0000-0002-9019-9273Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini international University, Qazvin, IranDepartment of English Language, Faculty of Literature, and Humanities, University of Mohaghegh Ardabili, Ardabil, IranIn recent decades, undivided attention has been drawn to the examination of metadiscourse in different contexts, genres, languages, and disciplines. Nevertheless, a large body of research has been predominantly centred on the qualitative examination of potential metadiscourse markers and their associated functions. In the current study, we drew on an embedded design and followed learning-oriented language assessment (LOLA) in the use of interactional metadiscourse markers (IMMs) to better understand metadiscourse use by ectenic (n = 27) and synoptic (n = 30) learners using integrative writing tasks. To that end, 57 intermediate language learners completed Ehrman and Leaver’s (2003) learning style questionnaire. We followed Hyland’s (2019) interpersonal metadiscourse markers to determine the learners’ realisation of metadiscourse in their writing. SPSS (version 25) was run to analyse the quantitative data, and MAXQDA (version 2020) the think-aloud data. The results of chi-square analyses showed that ectenic learners outperformed synoptic ones following LOLA in the employment of IMMs. The results of inductive thematic analyses revealed that synoptic learners benefitted from the utilization of LOLA in employing IMMs in their integrative writing tasks. The findings suggest that the use of LOLA as a pedagogical method can effectively develop the writing proficiency of EFL learners.https://jmrels.journals.ikiu.ac.ir/article_3306_f7bc56571fade76bb3e7122c91bf6467.pdfindividual differencesinteractional metadiscourselearning-oriented language assessment |
| spellingShingle | Rajab Esfandiari Omid Allaf-Akbary The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners Journal of Modern Research in English Language Studies individual differences interactional metadiscourse learning-oriented language assessment |
| title | The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners |
| title_full | The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners |
| title_fullStr | The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners |
| title_full_unstemmed | The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners |
| title_short | The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners |
| title_sort | role of learning oriented language assessment in promoting interactional metadiscourse in ectenic and synoptic efl learners |
| topic | individual differences interactional metadiscourse learning-oriented language assessment |
| url | https://jmrels.journals.ikiu.ac.ir/article_3306_f7bc56571fade76bb3e7122c91bf6467.pdf |
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