Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers

Abstract The current study aimed to compare the influence of explicit versus implicit instruction on EFL learners’ use interactional metadiscourse markers in their writing. also explore perceptions learners these writing classes. 120 female undergraduates who are Arab took part investigation. A mixed-methods research design was adopted with an group, group and a control group. experimental groups were introduced set as per Hyland’s (2005) interaction model two 70-minute sessions. Additionally, completed post-experimental questionnaires. results analysis variance showed positive, albeit very limited, for explicit/implicit teaching self-mentions, appeals shared knowledge, directives questions. As participants’ perception instructional intervention, participants viewed both helpful but could not always apply what they had learned due task demands. discussed light existing literature specific context which implemented. Furthermore, implications pedagogy proposed.