Enhancing Postgraduate English Majors' Academic Writing Skills and Self-Efficacy Using Metadiscourse Markers
| المصدر: | مجلة جامعة الفيوم للعلوم التربوية والنفسية |
|---|---|
| الناشر: | جامعة الفيوم - كلية التربية |
| المؤلف الرئيسي: | Abdelwahab, Amr Fathy (Author) |
| المجلد/العدد: | ع14, ج6 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2020
|
| الشهر: | سبتمبر |
| الصفحات: | 775 - 816 |
| ISSN: |
2682-4523 |
| رقم MD: | 1108584 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Metadiscourse Markers | Academic Writing Skills | Self-Efficacy | Postgraduate Students
|
| رابط المحتوى: |
عدد مرات التحميل
36
| المستخلص: |
Recently, researchers and scholars have come to a consensus that developing academic writing has become a challenge to EFL students. However, less emphasis is placed on the social and situated perspective of writing which allows students to cope with the demands of producing their proposals effectively, considering the purpose, audience, and context. The current study, therefore, aimed at examining the effect of using different interactive and interactional met discourse markers to enhance postgraduate English majors' academic writing skills and self-efficacy. To fulfill this purpose, 60 postgraduate students enrolled in the second-year diploma program, EFL Curricula and Instruction were selected as the study sample. Following a quasi-experimental design, the study comprised two groups: an experimental group (n=30) and a control one (n=30). To obtain data, a pre-post academic writing skills test and a writing self efficacy scale were designed to measure students' level before and after the treatment. Findings revealed that the experimental group students outperformed their counter peers in the control one in overall academic writing skills, except for "mechanics" where the difference was not significant. Additionally, the experimental group had significantly positive results in the self-efficacy scale compared with the control group. |
|---|---|
| ISSN: |
2682-4523 |
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