Understanding the Development of EFL Undergraduate Students’ Research Writing: An Investigation of the Use of Metadiscourse
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Metadiscourse, as a key component of academic writing, communicates the writer’s stance and engages the reader in the text. Despite much research on metadiscoursal realizations in EFL writing, little attention has been given to how EFL students’ metadiscourse use changes over time as their academic literacy develops. The present study is, therefore, designed to document EFL students’ metadiscourse in alignment with their semester-long learning of research papers. The researchers recruited 31 EFL college students and collected two research papers from each—one submitted in the 7th week and the other in the 16th week of the semester. With a focus on research paper introductions, the student papers were analyzed in both quantitative and qualitative ways. The findings indicate that there are general patterns identified in the overall frequency of metadiscourse, which is contingent on genre constraints. In terms of the students’ developmental changes, the number of metadiscourse use did not significantly increase, but the ways they employed metadiscourse changed over time. And their writing development was found to reflect the degree to which they situated themselves in academic discourse. The present study discusses how metadiscourse can be incorporated into writing instruction to help EFL students’ build an academic identity.
Abstract
Metadiscourse, as a key component of academic writing, communicates the writer’s stance and engages the reader in the text. Despite much research on metadiscoursal realizations in EFL writing, little attention has been given to how EFL students’ metadiscourse use changes over time as their academic literacy develops. The present study is, therefore, designed to document EFL students’ metadiscourse in alignment with their semester-long learning of research papers. The researchers recruited 31 EFL college students and collected two research papers from each—one submitted in the 7th week and the other in the 16th week of the semester. With a focus on research paper introductions, the student papers were analyzed in both quantitative and qualitative ways. The findings indicate that there are general patterns identified in the overall frequency of metadiscourse, which is contingent on genre constraints. In terms of the students’ developmental changes, the number of metadiscourse use did not significantly increase, but the ways they employed metadiscourse changed over time. And their writing development was found to reflect the degree to which they situated themselves in academic discourse. The present study discusses how metadiscourse can be incorporated into writing instruction to help EFL students’ build an academic identity.
참고문헌 (47)
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