Abstract
The current study explored and compared the employment of interactive and interactional metadiscourse markers (MDMs) by the International English Language Testing System (IELTS) speaking test takers at beginner, intermediate, and advanced levels. To conduct this discourse analysis research, a mixed-methods approach with concurrent transformative design was employed. In the quantitative phase, the frequency of MDMs was calculated and compared, while in the qualitative phase, the variety of MDMs was analyzed. The data comprised a total of 36 YouTube videos on the test takers’ performance in part 3 of the IELTS speaking test at different band scores. The IELTS speaking band scores were converted into Common European Framework Reference (CEFR) levels using a converting scale, and the videos were transcribed to be analyzed. The results showed a level-by-level increasing trend in MDM use from beginner to advanced level. Moreover, the highly proficient L2 speakers used a wider range and a larger variety of MDMs in their discussions. The comparison between interactional and interactive MDMs also revealed that L2 speakers, at all proficiency levels, use the former considerably more than the latter. The findings of this study have significant pedagogical implications for language assessment, teaching, and learning, which are discussed in the discussion section in detail.
Published Version
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