Writing is one of the four skills in language learning and it should be paid more attention. In this regard, creating contexts which is value coherence in pragmatic level, and cohesion in semantic level is important. Knowledge about the discourse Markers (DMs), amongst other things, be used to improve writing skill. DMs are expression such as "now, well, so, which signal a sequential relationship between the current basic message and previous discourse. The present paper focuses on the instruction of the DMs and its effect on learners ' writing ability. To do this, two groups as control and experimental were chosen from Shoukoh Iran English Institute in Tabriz, Iran. Both groups were asked to fill the gaps with the best option from among the DMs suggested. Then treatment sessions were conducted for experimental group while during that period, control group held back to receive such a treatment. Analyzing the misuse and inappropriateness of DMs occurring to their writing , pre-test, and investigating the relevant and suitable application of DMs appearing in their writing, post-test, and concludes with the suggestion that teaching text markers to learners should be paid more attention. And also the result reveals the effectiveness of teaching text markers to students in enhancing their awareness and sensitivity of discourse and consequently raising their writing levels.
The purpose of the current study was twofold; its first aim was to determine the effect of using of two approaches namely; product and process on developing the fluency, accuracy, and using discourse markers (DMs) of EFL learners' writing performance. Secondly, it attempted to investigate the effect of mentioned approaches on EFL learners' attitude toward writing skill. The participants in this study were 60 Iranian learners who were divided into three groups; control and two experimental groups. The control group received no treatment and only received explicit recast feedback toward their writing performance. However, every experimental group received treatment through differential approaches. The findings of the study based on one-way ANOVA revealed that process approach significantly affected on EFL learners' writing performance. Additionally, the results manifested the positive effect of process approach on EFL learners' attitude toward writing skill. The current study suggested that in order to develop the EFL learners' writing skill, the EFL instructors can insert the process based approach in syllabus design.
The traditional form of teaching speaking skill has been via face-to-face (FTF) interaction in the classroom setting. Today in the computer age, the on-line forum can provide a virtual environment for differential communication. The pedagogical system benefits from such technology improvement for teaching foreign languages. This quasiexperimental research aimed at comparing the effects of two instructional strategies: synchronous computer-mediated communication (SCMC) and FTF interaction. For this purpose, 60 EFL learners were selected from a private language institute as the control (n=30) and experimental (n=30) groups. A speaking test, designed by Hughes (2003), was administered as pretest and after a 12-session treatment the same test was administered as the posttest. The result obtained showed that participants taught based on SCMC fared better than those that were taught according to FTF interaction. Based on the findings of the current study, it is recommended that EFL teachers incorporate computermediated communication into their pedagogical procedures.
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