Investigating the Effect of Instruction on Enhancing the Use of Discourse Markers by Algerian EFL learners in Argumentative essay

Abstract

The current study examines the impact of instruction on the development of discourse markers (DMs) by Algerian English as Foreign Language (EFL) learners. In order to collected data of the research, an experimental approach was conducted via control group and experimental group design on a sample of 30 third-year students at Mohammed Seddik Ben Yahia University. Pre-tests and post-tests were conducted to assess the effectiveness of instruction in enhancing Discourse marker usage among participants in their argumentative essays and the types of Discourse markers used were identified. For the purpose of analyzing the collected data quantitative analysis through calculating frequencies and percentages of Discourse marker usage in the pre-tests and post-tests of two groups. Besides, the t-test for paired groups and Pearson correlation coefficient. Additionally, qualitative analysis involved content analysis to gain further insights into the use of Discourse markers according to Fraser’s taxonomy