Using Metadiscourse to Create Effective and Engaging EFL Virtual Classrooms during the COVID-19 Pandemic
| Title: | Using Metadiscourse to Create Effective and Engaging EFL Virtual Classrooms during the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Ghaleb Rabab'Ah (ORCID |
| Source: | Iranian Journal of Language Teaching Research. 2024 12(1):107-129. |
| Availability: | Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Second Language Instruction, Pandemics, COVID-19, Computational Linguistics, Online Courses, College Faculty, Foreign Countries, Word Frequency, Lecture Method, Discourse Analysis, Language Teachers, Audience Awareness, Teacher Student Relationship, Language Usage, Ethics, Connected Discourse, Teaching Methods |
| Geographic Terms: | United Arab Emirates |
| ISSN: | 2322-1291 |
| Abstract: | This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse resources (code glosses and evidentials) and two interactional metadiscourse resources (attitude and engagement markers). The study utilized a mixed-method approach, using Hyland's (2004) two-componential taxonomy, to analyze a corpus of 303,148 words from 35 online lectures (90 minutes each) delivered by three university instructors in the UAE. The Mann-Whitney U test was employed to determine any significant differences in the use of these resources and their subcategories. The results revealed that the three instructors used more interactional than interactive resources. The qualitative analysis showed that code glosses and evidentials were primarily used to manage the flow of information, provide elaboration on propositional content, and provide evidence to support arguments. They were also employed to achieve cohesion and logical coherence in online classrooms. In contrast, attitude and engagement markers were used to engage students and signal the instructors' attitudes toward their material and audience. The study concludes with pedagogical implications for EFL instructors, students, and syllabus designers to foster social justice and fairness in the online learning environment, ensuring all students feel valued and empowered in their educational journey. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420354 |
| Database: | ERIC |
| ISSN: | 2322-1291 |
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| Published in: | Iranian Journal of Language Teaching Research |
| Language: | English |