Interactive and interactional metadiscourse are linguistic features used to maintain the coherence in essays. It involved a one-way interaction between the writer and reader, thus a challenge for Second Language (L2) learners to write effectively and comprehensively. A study is done on how the L2 learners produced the metadiscourse features and the usage is compared. A corpus of 200 evaluative essays by UiTM undergraduate students from computer science and business administration courses is analysed based on Hyland’s (2005) framework. The purpose is to find out the amount and types of metadiscourse used and whether students from different course groups make any differences in their choices. The analysis revealed that students in both courses produced more interactive than interactional metadiscourse. The most prominent feature is Self-mention and the least is Attitude Markers. The same prominent feature for both courses is Transition Markers. The business administration course shows the least feature in Evidentials, whereas Frame Markers in computer science. These are evidence as to the importance of metadiscourse in students’ academic writings and awareness is shown in its usage. This could lead to a proposition for a metadiscourse writing comparison between secondary schools and universities to gain fascinating outcomes. Keywords: Evaluative writings, Interactional metadiscourse, Interactive metadiscourse, L2 learners, undergraduates
This present study was conducted to reexamine motivation and attitude of language learners and its correlation to their learning achievement. Low English language proficiency among Malaysian students has drawn researchers' attention to conduct the study within higher learning institution. This cross-sectional study was carried out involving 329 participants those were required to respond for selfadministered questionnaire and taking four language skills test which was developed by researchers with the assistant of experience language lecturers. Descriptive and inference analysis were adopted to answer the research objectives. The finding has demonstrated that participants of the study have higher integrative motivation (8.07) and moderate level attitudes towards the learning of English language (6.81). However correlation test has shown a there is a low correlation (r = 0.111) between students' motivation and English language achievement tests. Whereby there is a moderately low correlation (r = 0.224) between students' attitude and English language achievement tests. In future investigations it might be possible to study other types of motivation such as intrinsic and extrinsic motivation in order to determine the success for language learners. 1. Introduction Many Malaysian students have poor command of English even after graduation (Engku Suhaimi, E.A., Zailani, J., Alia Nabila, A., 2012). Poor English proficiency may affect employment prospect since English is undoubtedly widely used in IT Communication and in commerce and industry not only internationally but also locally (The Star, Sept. 11/2013). Following this statement, The Federation of Malaysian Manufactures (FMM) requested that English be made a must-pass subject by 2018 (The Star, Sept. 11/2013). Low English language proficiency among Malaysian students is a never ending issue. Marlyna, Siti Hanim and Mohamad Subakir (2012) indicate that through their study a majority of the students' proficiency levels in English were below the entry level of the university's requirement. Education Minister II Datuk Seri Idris Jusoh claims that many English language teachers are "incapable" or "unfit" to teach the subject in schools when the results for the English Language Cambridge Placement Test sat by them showed that 70% out of the 60,000 performed poorly (The Star, Sept. 11/2013). Therefore this research is carried out to observe students' English language achievement in terms of their four basics English skills (listening, speaking, reading and writing) at one of the universities in Terengganu. Many researchers have shown that students' attitudes towards the learning of English language are negative and less interest (
This study highlights how critical MD should be used in ESL writing. Based on Hyland's metadiscourse (MD) table (2005), this study examined interactional MD markers in 40 expository essays written by ESL students taking different courses. The study sought to determine whether learners in separate course groups differed in their choice of MD and whether both groups used the exact amount and type. The quantity and variety of materials employed by the two groups varied to some extent. While hard science students were quite aggressive in their writing, soft science students created more MD traits and were more interpretative. Keywords: Interactional Metadiscourse; Expository Writing; ESL Learners eISSN 2514-7528 ©2022. The Authors. Published for AMER & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), and cE-Bs (Centre for Environment-Behaviour StudiesCollege of Built Environment, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v7i23.417
This study analysed interactional metadiscourse markers on 40 expository essays by ESL learners from hard and soft science courses based on metadiscourse table of Hyland (2005). The study aimed to examine whether both groups used the same amount and type, and whether learners in different course groups differed in their selected metadiscourse. There were some differences in the amount and types used by both groups. Soft science learners produced more metadiscourse features and they were more interpretative meanwhile hard science learners were very assertive in their writings. This study indicates the importance of using metadiscourse in ESL writings
Metadiscourse is one linguistic component that helps authors make their writing coherent and reader-friendly (MD). All authors write for their readers, and by honing their MD skills, they may successfully engage with them. It's crucial for writers to tie their readers to the propositional content in the engaging part. Some authors are more adept at predicting the interests and concentration spans of their readers. There has been an increase in research on MD analyses of academic papers among writers who write in a second language (L2). This systematic review study provided empirical research on MD analysis studies among writers who write in English as a Second Language (ESL) to identify and summarize the studies that are related to MD analysis of L2 writings. The articles are from Scopus, Web of Science (WOS) and Google Scholar from January 2018 until December 2022. It was found that 26 journal articles are eligible for the analysis. The result showed that the present studies had been identified its aims to review previous pertinent research in terms of research design, study types, conceptual framework, taxonomies, corpus characteristics and elicitation measures, analytical methods and reporting practices to be beneficial in assisting L2 writers to write coherently and effectively.
Oral presentations become commonplace in higher education. Apprehension of oral presentation in English is one of the language barriers that university students face at present. Most of the students are experiencing anxieties when it comes to oral presentation. Surprisingly, the apprehension of oral presentation does not only occur in face-to-face class but also in online distance learning (ODL). The objectives of this study are to identify the frequency of the state and trait apprehension factors, discuss the most influential factor of oral presentation apprehension and investigate the preference method of oral presentation during ODL. The methodology used in this study is Purposive Sampling Method. The selected respondents are 92 degree students who are taking Oral Presentation Skills (ELC590) course. Data collected were analysed using SPSS software. The frequency analysis revealed that the students were always worried of the scores and nervousness. Besides that, the marks for the presentation appeared to be the most prominent for state apprehension factors. However, for trait apprehension factors, nervousness showed the highest percentage as compared to the other factors. In addition, the most preference method for oral presentation was recorded.
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