University of Mohaghegh Ardabili Journal of School Psychology 22520821 2 2 2013 02 19 The effect of metadiscourse markers presence on high school EFL learners reading comprehension The effect of metadiscourse markers presence on high school EFL learners reading comprehension 93 106 65 d-2-2-92-4-6 FA R Abdi Associate Professor English Language Teaching at University of Mohaghegh Ardabili Sh Mohammadi English teacher, Ministry of Education, Namin Journal Article 2012 12 15 This study investigates the effect of metadiscourse markers presence on reading<br />comprehension, and also explores the effect of metadiscourse awareness of learners<br />on reading comprehension performance. A total of 96 participants, studying in preuniversity<br />centers, in Namin and Ardabil cities were selected to take part in the<br />study based on their scores on Nelson Proficiency Test. Those who scored one<br />standard deviation above the mean were selected as high level groups and those<br />who scored one standard deviation below the mean were assigned to the low level<br />groups. The participants were then randomly assigned to four groups. The first and<br />the second groups, i.e. high experimental group and low experimental group,<br />received the metadiscursively stripped reading text. The third and the fourth<br />groups, i.e. high control group and low control group received metadiscursively undoctored<br />reading text. Hawing read the texts, all the participants took the reading<br />comprehension test. A two-way ANOVA was used to analyze the data. The<br />analysis showed that the participants performed better on the un-doctored texts.<br />Also, based on the results of the follow-up questionnaire, the learners were divided<br />into high and low level of awareness and then their scores on reading test were<br />compared through a t-test. The results showed that the learners with more<br />awareness of metadiscourse markers performed better on reading comprehension<br />test. The results were argued to have implications for English languge material<br />production and teaching. This study investigates the effect of metadiscourse markers presence on reading<br />comprehension, and also explores the effect of metadiscourse awareness of learners<br />on reading comprehension performance. A total of 96 participants, studying in preuniversity<br />centers, in Namin and Ardabil cities were selected to take part in the<br />study based on their scores on Nelson Proficiency Test. Those who scored one<br />standard deviation above the mean were selected as high level groups and those<br />who scored one standard deviation below the mean were assigned to the low level<br />groups. The participants were then randomly assigned to four groups. The first and<br />the second groups, i.e. high experimental group and low experimental group,<br />received the metadiscursively stripped reading text. The third and the fourth<br />groups, i.e. high control group and low control group received metadiscursively undoctored<br />reading text. Hawing read the texts, all the participants took the reading<br />comprehension test. A two-way ANOVA was used to analyze the data. The<br />analysis showed that the participants performed better on the un-doctored texts.<br />Also, based on the results of the follow-up questionnaire, the learners were divided<br />into high and low level of awareness and then their scores on reading test were<br />compared through a t-test. The results showed that the learners with more<br />awareness of metadiscourse markers performed better on reading comprehension<br />test. The results were argued to have implications for English languge material<br />production and teaching. https://jsp.uma.ac.ir/article_65_0b2c45c7e531ff8fe3f4979db52e4374.pdf