Metadiscourse resources in classroom interaction the case of Aggrey Memorial Senior High School.

Abstract

This study employed a qualitative research approach to investigate the use of metadiscourse resources in selected Ghanaian secondary classrooms. The study focused on six lessons from English, Mathematics, Social Studies, and Integrated Science classrooms, selected through purposive sampling. The data collection spanned six months (May–November, 2023) and included videotaped classroom interactions, observations, and semi-structured interviews with teachers. The lessons were transcribed and coded for metadiscourse markers such as transitions, frame markers, evidentials, hedges, boosters, attitude markers, and engagement markers. Thematic analysis was used to analyze the data, with the unit of analysis being individual utterances. Findings revealed that teachers utilized both interactive and interactional metadiscourse resources to structure discussions, qualify claims, frame epistemic stances, emphasize points, convey evaluation, reference knowledge, and engage students. Additionally, colloquialisms, code-switching, vocatives, and nonverbal cues were used to fulfill various metadiscoursal communicative functions. Interviews with language and non-language teachers highlighted differences in communication pedagogy knowledge, with non-language teachers exhibiting limited awareness of metadiscourse resources. The study found that both language and non language teachers did not consciously or systematically plan their use of metadiscourse during classroom interactions. Based on these findings, the study recommends that teachers incorporate more of Hyland’s (2005) metadiscourse resources to introduce dynamism in their instructional strategies and enhance classroom communication. Furthermore, the study recommends that the functions of metadiscourse resources should be leveraged by teachers to promote effective classroom teaching and learning. Finally, the study suggests that teachers should make conscious efforts to integrate metadiscourse resources into their classroom lessons planning and delivery to guide discussions, clarify concepts, and foster student participation.