EFL teachers’ knowledge and perception of metadiscourse (MD) markers in argumentative writing and their teaching practices

Alrashdi, S. (2025) EFL teachers’ knowledge and perception of metadiscourse (MD) markers in argumentative writing and their teaching practices. PhD thesis, University of Reading. doi: 10.48683/1926.00123745

Abstract/Summary

This study looks at English as a Foreign Language (EFL) teachers’ knowledge, practices, and beliefs about teaching metadiscourse (MD) markers in argumentative writing at Saudi Arabian universities. MD markers are important language tools that help make writing clearer, organise arguments, and guide readers. Many Saudi EFL students struggle to write logical and persuasive arguments, partly because they do not receive enough guidance on using MD markers. This research aimed to explore how well teachers understand MD markers, how they correct students’ mistakes with them, and how they include them in writing lessons. It also studied teachers’ views on the role of MD markers in improving students’ academic writing skills. The study used a mix of methods to collect data, including interviews with 10 EFL teachers, classroom observations, an analysis of 100 student writing samples, and a questionnaire completed by 150 EFL teachers. Data from interviews and observations were analysed for themes, while the questionnaire responses were examined for patterns and trends. The findings showed that many teachers had a limited understanding of MD markers and often focused more on teaching grammar and vocabulary than on explaining how to use MD markers in writing. Teachers also faced challenges like not having enough time, strict lesson plans, and textbooks that did not cover MD markers well. Results from the questionnaire revealed that only a small number of teachers included MD markers as a regular part of their teaching. The study highlights the need for training programmes to help teachers learn how to teach MD markers effectively. It also recommends updating curricula and materials to include more examples and activities on MD markers. By addressing these challenges, this research provides practical suggestions for improving EFL teaching methods and helping students write clearer and better-organised essays in argumentative writing.

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/123745
Identification Number/DOI	10.48683/1926.00123745
Divisions	Arts, Humanities and Social Science > Institute of Education
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