Abstract:

This study aims at exploring the effectiveness of the instructional model of metadiscourse markers on participants’ composing competence at Alfashir University. The study applied a descriptive analytical method to collect both quantitative and qualitative data using a test and interview respectively. The sample of the study is 30 postgraduate students who were randomly selected from a total of 100 graduate students enrolled in different master of science programmes in the manner detailed below. They participated in an intervention which consisted of an instructional procedure that served as a training programme for candidates enrolled for a master’s of science in physics, math, biology, chemistry, and water resources. Pre-and post-test procedures were used to measure the expected effect of the intervention in enhancing participants’ composing competence. T-test and analysis of variance (ANOVA) were used to analyze the data. The data analysis showed a significant difference in the effectiveness of the instructional model of the participants’ composing competence based on their disciplinary background (i.e., Sig. is at 0.001) and postgraduate educational level (i.e., Sig is at .001). However, there was no statistically significant difference in the effectiveness of the instructional model on the participant’s composing competence based on their gender (i.e., Sig. is at 0.279). As to the results obtained from the interview, the intervention considerably increased the participants’ motivation to know more the academic writing owing to the vital role it plays in their academic life. The participants voiced their interest in having more specialized training package to enhance their attempts to write for publication. These results served as basis for many recommendations pertaining to teaching and training. As for teaching, the study recommended that writing syllabus should be revised and updated to meet the academic purposes of students at different academic levels. Where training was concerned, it was recommended that faculties and departments should tailor specific training programs on disciplinary writing conventions to enhance students writing skills. The qualitative results called for a recommendation for establishing a writing centre at Alfashir University to serve the diverse academic writing needs of graduate students and novice scholars.

Keywords:

Metadiscourse, science, teaching.