The Effect of a Suggested Program Based on Interactional Metadiscourse Markers on Developing EFL Majors’ Reading Comprehension and the Reader-friendliness of Their Writing

This study attempted to investigate the effect of using a suggested program of interactional metadiscourse markers on EFL majors’ reading comprehension and on their readerfriendly writing. The study used a pretest/posttest experimental and control group design. An experimental group and a control group were exposed to prepost means of getting data (a prepost reading comprehension test and prepost writing test). Thirty four EFL majors at the College of Education and Arts, Northern Borders University, participated in this study. A 10week program of interactional metadiscourse markers was developed and given to experimental group students. Results revealed a significant improvement in the reading comprehension of the experimental group students and in their readerfriendly writing. Based on these findings, it was recommended that explicit teaching of metadiscourse markers should be integrated into EFL majors’ curricula.