How Explicit Instruction Makes a Difference: Metadiscourse Markers and EFL Learners' Reading Comprehension Skill

This study attempted to determine the effect of explicit instruction of metadiscourse markers on pre-intermediate EFL learners' reading comprehension skill. To this end, 90 students were selected following a pre-test and divided randomly into three groups. Then three versions of the same test, original, modified and unmodified metadiscourse-free texts, were provided. Results revealed that the group receiving the original version outperformed the group with the unmodified version, but their performance was about equal with the group receiving the modified version. In addition, two of the groups answered a questionnaire on how they judged the texts. Next, one of the groups received instruction on metadiscourse. Finally, a posttest was administered. Results revealed the positive influence of form-focused instruction of metadiscourse. It also revealed that metadiscourse markers are primarily responsible for cohesion rather than coherence.