VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO.

6 (2022) 170

EFL LEARNERS’ DEPLOYMENT OF DISCOURSE MARKERS

IN IELTS ESSAYS: FROM BELIEFS TO PRACTICES

Pham Thi Hong Van

HUTECH University,
475A Dien Bien Phu Street, Ward 25, Binh Thanh District, Ho Chi Minh, Vietnam

Received 2 June 2022

Revised 10 August 2022; Accepted 25 November 2022

Abstract: This paper aims at presenting the findings of a study examining the deployment of
discourse markers (DMs) in IELTS essays by EFL learners in terms of beliefs and practices. The study
involved a group of 60 EFL learners who were taking IELTS preparation courses at an English language
center in Ho Chi Minh City, Vietnam. The research data were gained from questionnaires and 120
IELTS essays (Task 2) written by EFL learners. The questionnaire data were processed using the SPSS
software, while the essay data were scrutinized by AntConc software. The findings showed that EFL
learners strongly believed in the importance of DMs in writing, and they deployed DMs in their writing
at a moderate frequency. Additionally, among six categories of DMs, EFL learners utilized elaborative
markers more than other categories of DMs. This paper also presents some pedagogical implications in
an attempt to improve the quality of English language teaching and learning in general and English
writing teaching and learning in specific at the research context and other similar EFL ones.
Keywords: discourse marker, essay, IELTS, learner, writing

1. Introduction* have to struggle to meet the English

proficiency requirement as they are not
In the era of globalization, studying proficient in language skills, especially
abroad has gained much popularity among English writing skills. Part of their writing
young people, and it is not exceptional for problem is their inappropriate use of
Vietnamese people. Before applying to any discourse markers (DMs) which render their
educational institutions, applicants are essays both incoherent and incohesive.
required to show their language proficiency
Researchers (e.g., Fraser, 1999;
such as the International English Language
Jalilifar, 2014; Tran & Chau, 2021; Tran &
Testing System (IELTS), Test of English for
Phan, 2021; Yunis & Haris, 2014) have
International Communication (TOEIC),
proved that DMs have played a pivotal role
Test of English as a Foreign Language
in attributing to the coherence and cohesion
(TOEFL), or First Certificate in English
as DMs are deemed as phrases or words to
(FCE) (Le, 2017). According to Moore and
connect two adjacent sentences, thereby
Morton (2005), many educational
generating mutual relations in a text
institutions require overseas students to have
(Jalilifar, 2014). Fraser (1999) remarks that
IELTS scores as a requirement for
the characteristics of DMs in speaking and
enrollment. However, many students still
writing are not identical. DMs in writing are

*
Corresponding author.
Email address: [email protected]
https://doi.org/10.25073/2525-2445/vnufs.4873
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 171

much more formal than the ones in speaking. Within the aforementioned research
Only by acquiring knowledge of DMs and purposes, it is hoped that the findings will
spotting the register of speech or firstly serve as a reliable source of references
composition can writers select the for teachers to have a better understanding of
appropriate DMs. Modhish (2012) EFL learners’ beliefs about DMs and their
emphasizes that the coherence and cohesion use of DMs in their writing, resulting in
of an essay can be formed by relating DMs improving the quality of English language
properly. Nevertheless, it is noticed that teaching in general and English writing in
many EFL learners still fail to produce specific. Secondly, the findings will provide
pieces of good writing. According to Makeh EFL learners with a better understanding of
and Sinwongsuwat (2014), in comparison their practices of deploying DMs in
with speaking skills, writing is more taxing academic writing in general and IELTS
since the writers cannot show their ideas via essays in specific so that they can adjust their
facial expressions, gestures, or tones, the beliefs about and practices of deploying
meaning of a written piece must be conveyed DMs in their writing.
through constructing structural properties as
well as forming a cohesive text. Similarly, 2. Literature Review
Yunis and Haris (2014) underscore that the
DMs have been described in many
lack of insights into DMs exerts a profound
distinctive ways by a multitude of
impact on students’ products, resulting in the
researchers as a consequence of the different
fact that they tend to misuse, underuse, or
subject areas that they studied, resulting in
overuse DMs in their writing.
the fact that the terminology of DMs turns
Within the research context of an significantly varied. Knott and Dale (1994)
English language center, EFL learners were define that DMs are cue phrases that
attending academic IELTS preparation postulate communication at the discourse
courses at different levels. Of the four level. Meanwhile, Fraser (1999) highlights
language skills, they found the writing skill that DMs, which are called conjunctions,
the most difficult as they usually gained prepositional phrases, or adverbs, are
unsatisfactory marks for writing tasks, employed to connect two single sentences or
stemming from a lack of understanding coordinate words in the same clause.
about the critical role of DMs in coherence Likewise, as indicated by Swan (2005), DMs
and cohesion in writing. This means that are words and expressions, which can be
they sometimes did not know how to use used in order to depict the arrangement of
them accurately and often neglected the communication, inventing a relation of a
functions of DMs. With all the above- text.
mentioned rationale, this study sets to
Scholars (e.g., Liu, 2017; Louwerse
examine EFL learners’ deployment of DMs
& Mitchell, 2003; Schwartz, 1992; Tran &
in academic IELTS essays (Task 2) in terms
Nguyen, 2017) have indicated that the use of
of their beliefs and practices at the context of
DMs has different values. Within the scope
an English language center in Ho Chi Minh
of this study, pragmatic value, indispensable
City, Vietnam, and it attempts to answer the
value of DMs, and learning value of DMs are
following research questions:
adapted (Aijmer, 2002; Schwartz, 1992;
- What are EFL learners’ beliefs about Swan, 2007; Trillo, 2002) as they fit the
the deployment of DMs in IELTS objectives of the research. With respect to
essays? pragmatic value of DMs, Swan (2007)
- To what extent do EFL learners asserts that pragmatics interprets the
deploy DMs in IELTS essays?
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investigation of meaning in the correlational (e.g., regarding, when it comes to, with
background. Without the presence of regard to, etc.) signal the change of topics.
pragmatics, a composition or an utterance is Interpersonal markers (e.g., indeed, in fact,
in dearth of communicative function because it is clear that, etc.) signal the attitudes
it can explain further not only the literal toward the conveyed ideas.
meaning but also non-literal one. When Prior studies on different aspects of
writers are conscious about the way they DMs in academic writing have been
describe their opinion or emotions through conducted. Concerning perception
linguistic expressions, pragmatic value of perspective, Kalajahi (2012) explored how
target words can be enhanced entirely. As five Iranian post-graduate students viewed
for indispensable value of DMs, Aijmer DMs and if there was any distinction
(2002) points out that DMs occupy between what was expressed in the interview
indispensable value in linguistic analysis. and their writing samples. A qualitative
Trillo (2002) emphasizes that readers might method was employed in the study. All
have difficulty understanding writers’ informants were fully aware of applying
thoughts if they lack the proper use of DMs DMs in their writing, but they did not have
in a composition. Regarding learning value sufficient knowledge for the proper use and
of DMs, Schwartz (1992) states that one of choosing appropriate ones. Additionally,
the most sophisticated processes for humans Modhish (2012) inspected the use of DMs
is learning development, which forces that Yemeni EFL learners used in their
learners to put their incentives and restraints composition writings. Fifty essays were
to better themselves. The significance of analyzed using Fraser's (1999) taxonomy.
learning perception is of utmost importance The findings of the study revealed that the
in determining learners’ amelioration. most frequently used DMs were the
DMs are classified from a variety of elaborative ones, followed by the inferential,
perspectives. According to Fraser (1999, contrastive, causative, and topic relating
2009), DMs are classified into five chief markers. It also showed that there was no
categories, which are Temporal, positive correlation between learners' total
Contrastive, Elaborative, Inferential, and number of DMs used and the writing quality
Topic change markers. In addition, Fung of the participants. There was, however, a
(2011) points out that Interpersonal Markers positive correlation between the topic
are beneficial to show writers’ evaluation relating markers and the writing quality of
and feelings in academic writing. Taken the learners. The study about DMs in
together, six main categories of DMs argumentative and expository writing of
including Temporal, Contrastive, Iranian EFL learners conducted by Rahimi
Elaborative, Inferential, Topic change, and (2011) indicated a hierarchy of use of DMs
Interpersonal markers were applied for this in both essay types with elaborative markers
research purpose. Temporal markers (e.g., (mainly “and”) was the most frequently
firstly, secondly, thirdly, etc.) signal the time connectors used in both essay types. The
in which the action takes place. Contrastive results, moreover, indicated that, on the
markers (e.g., however, but, although, whole, the mean of DMs’ use was
though, etc.) signal the contrast of ideas. significantly higher in argumentative essays
Elaborative markers (e.g., and, also, for than in expository ones. In the context of
example, etc.) signal an elaboration or Vietnam, there have been some researchers
continuation of ideas. Inferential markers studying the useful functions of devices in
(e.g., therefore, hence, thus, etc.) signal writing and DMs in conversations. To
implications of ideas. Topic change markers illustrate, Nguyen (2011) examined the
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 173

application of DMs in the conversations of levels (Band: 3.0-5.00; Band: 5.0-6.5; Band:
the current English textbook. The findings of 6.5-7.5). With a three-day-a-week schedule,
her study revealed that the pragmatic there is one session for speaking and
functions of DMs in the English dialogues in listening lessons, and the other two for
the present books for high-schoolers in reading and writing sessions. Each session
Vietnam greatly contributed to the lasts two hours. The total number of learners
cultivation of the appropriateness and in a class is 15. For the writing, the teaching
efficiency of the use of DMs by Vietnamese materials were adapted from popular
students, thereby facilitating them to avoid textbooks (Writing by Collins, The Key to
cross-cultural confusion and misinterpretation. IELTS Writing by Pauline Cullen, Writing
In 2018, Vo investigated how DMs were for the IELTS by Barron, English
used in short stories in English and collocations in Advanced use by Felicity
Vietnamese. She concluded that DMs, which O’Dell & Michael McCarthy).
were natural and vivacious, helped the A cohort of 60 learners from four
reader and the listener to follow the thought classes were recruited by convenience
of the story. Nguyen (2018) applied a sampling. Amongst the participants, six
corpus-based study to compare the use of learners (10%) were under 17 years old,
meta-discourse devices in academic research while 23 learners (38.3%) were in the 18-to-
articles by Vietnamese and native English- 22-year-old group. Over-22-year-olds
speaking writers, and reported that there was accounted for 51.7% (31 learners). When it
a low distribution of hedges in the former comes to previous English learning
due to the ethnically miscellaneous experience, 53.3% participants spent 5 to 6
backgrounds. Another contrastive study years studying English, followed by 43.3%
carried out by Ho (2011) displayed that of those who dedicated 7 to 8 years and 3.3%
Vietnamese learners extremely depended on more than 8 years. Additionally, their
textual connections in argumentative writing English language proficiency level was pre-
compared with model text written by native intermediate and intermediate as they were
professional authors. However, there have taking the IELTS courses for Band 5.0-6.5.
been scarce investigations on the beliefs and
use of DMs in academic writing, especially 3.2. Research Instruments
in IELTS essays written by EFL learners. To Two types of instruments, namely
that end, this study aims at exploring EFL questionnaire and IELTS essay (Task 2),
learners’ beliefs and use of DMs in their were employed for data collection. The
IELTS essays – Task 2 at the context of an closed-ended questionnaire, which was
English language center in Ho Chi Minh adapted from Albesher et al.’s (2017) study,
City, Vietnam. includes two main parts: Part A is about
respondents’ background information; Part
3. Methodology B is for respondents’ beliefs about the
3.1. Research Setting and Participants deployment of DMs in IELTS essays. There
were 15 items divided into three categories
This study adopting the quantitative (pragmatic value: 5 items; indispensable
research was conducted at an English value: 5 items; learning value: 5 items), and
language center in Ho Chi Minh City, they were designed with a five-point Likert
Vietnam, which offers a variety of English scale (from strongly disagree to strongly
language courses from general English to agree). The Cronbach’s alpha of the
standardized test preparation. The IELTS questionnaire was .88, which means that the
preparation courses consist of different questionnaire was very reliable.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 174

Regarding the IELTS essay, learners 40 minutes to write. The total number of
were required to write two essays (Task 2) essays was 120, which were collected from
with at least 250 words each. They were in- 60 learners with their permission for data
class assignments learners had to write as analysis.
mid-term and final tests. With respect to data analysis, the
3.3. Procedures for Data Collection and data from the questionnaire were processed
Analysis by the SPSS software in terms of descriptive
analysis (M: Mean; SD: Standard deviation).
In order to collect data from the The interval mean scores were understood as
questionnaire, the Google form was created 1.00-1.80: Strongly disagree; 1.81-2.60:
and sent to learners via social networking Disagree; 2.61-3.40: Neutral; 3.41-4.20:
and personal email. It took them around four Agree; 4.21-5.00: Strongly agree.
days to finish the questionnaire at their Meanwhile, 120 essays were compiled in a
convenience. As for the essays, EFL learners corpus which was processed by AntConc to
were required to write two essays as part of analyse DMs in terms of six categories
the mid-term and final tests. The topics for (Table 1).
two essays were about tourism and
technology, each of which took the learners
Table 1
Framework for DM analysis (Fraser, 1999 & 2009; Fung, 2011)
No DM Examples
1 Temporal marker Firstly, secondly, thirdly, lastly, next, before, after, first and foremost, to
begin with, etc.
2 Contrastive However, but, although, though, by contrast, in spite of, yet, still,
marker nonetheless, nevertheless, etc.
3 Elaborative And, also, for example, for instance, besides, moreover, furthermore, for
marker such as, because, etc.
4 Inferential marker Therefore, hence, thus, as a result, as a consequence, in conclusion, in
brief, etc.
5 Topic change Regarding, when it comes to, with regard to, turning to, etc.
marker
6 Interpersonal Indeed, in fact, it is clear that, it is obvious that, it is certain that,
marker obviously, inevitably, etc.

4. Results and Discussion the mean scores of three components,

namely pragmatic, indispensable, and
4.1. Results learning values of DMs, are 4.32 (SD=.74),
4.1.1. EFL Learners’ Beliefs About 4.36 (SD=.89) and 4.40 (SD=.65),
the Deployment of DMs in IELTS Essays respectively. Such findings imply that EFL
learners strongly believed that DMs were
The results in Table 2 reveal that the very important in IELTS essays as they were
average mean score of EFL learners’ beliefs fully aware of the pragmatic, indispensable,
about the deployment in DMs IELTS essays and learning values of DMs in IELTS
is 4.33 (SD =.76) out of five. Specifically, essays.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 175

Table 2 Learners can achieve higher

EFL Learners’ Beliefs About the 5 scores in IELTS writing if they 4.43 .69
Deployment of DMs in IELTS Essays use DMs appropriately.

N=60 EFL Learners’ Beliefs About

Components Indispensable Value of DMs in IELTS
M SD Essays
1 Pragmatic value of DMs 4.23 .74 As for the indispensable value of
2 Indispensable value of 4.36 .89 DMs in IELTS essays, the results in Table 4
DMs present that EFL learners strongly believed
that DMs helped “to signal relationships
3 Learning value of DMs 4.40 .65 between two ideas in a text” (item 9:
Average 4.33 .76 M=4.62; SD=.61) and “to orientate the
writers to the overall idea, structure and
EFL Learners’ Beliefs About sequence in writing” (item 8: M=4.30;
Pragmatic Value of DMs in IELTS Essays SD=.88), and they were “important in not
Regarding the pragmatic value of only writing but also other language skills
DMs in IELTS essays in Table 3, EFL (e.g., listening, reading, speaking)” (item 10:
learners strongly agreed that “having a better M=4.35; SD=.86). Additionally, they agreed
understanding of DMs [could] help process that they could create “coherent essays by
information in writing” (item 4: M=4.50; using DMs” (item 6: M=4.50; SD=.62), and
SD=.62), and “the sequence of the writer's “good essays by including DMs” (item 7:
thoughts [could] be shown through DMs” M=4.07; SD=.88).
(item 2: M=4.40; SD=.84), and they could Table 4
“achieve higher scores in IELTS writing if Indispensable Value of DMs
they [used] DMs appropriately” (item 5:
M=4.43; SD=.69). Furthermore, they were N=60
No. Statements
aware that DMs “should be presented as an M SD
important part of writing skills” (item 3:
Learners can create
M=4.13; SD=.98) and “[could] indicate the
6 coherent essays by using 4.50 .62
writer's attitude” (item 1: M=3.73; SD=.82). DMs.
Table 3
Learners can create good
Pragmatic Value of DMs 7 4.07 .88
essays by including DMs.
N=60 DMs help to orientate the
No. Statements
M SD writers to the overall idea,
8 4.30 .88
structure and sequence in
DMs can indicate the writer's writing.
1 3.73 .82
attitude.
DMs help to signal
The sequence of the writer's 9 relationships between two 4.62 .61
2 thoughts can be shown through 4.40 .84 ideas in a text.
DMs.
DMs are important in not
DMs should be presented as an only writing but also other
3 4.13 .98
important part of writing skills. 10 language skills (e.g., 4.35 .86
Having a better understanding listening, reading,
4 of DMs can help process 4.50 .62 speaking).
information in writing.
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EFL Learners’ Beliefs About of DMs used in the IELTS essays is 1,553
Learning Value of DMs in IELTS Essays (52 types of DMs). Among six categories of
With respect to the learning value of DMs, Elaborative markers accounting for
DMs in IELTS essays in Table 5, EFL 63% were the most frequently used in the
learners were fully aware that they should IELTS essays, followed by Inferential
learn DMs carefully “in terms of types, markers with 16%. Other types of DMs,
meaning, and functions” (item 14: M=4.60; namely Contrastive markers (9%), Temporal
SD=.71) and “in not only writing but also markers (7%), Interpersonal markers (4%),
other language skills” (item 15: M=4.47; and Topic Change markers (1%) are
SD=.65), and they should “learn to exploit responsible for small proportions of the total
DMs to improve their writing scores” (item percentages of DMs in IELTS essays. This
12: M=4.37; SD=.63) and “pay attention to means that EFL learners deployed
DMs as an important part of academic Elaborative markers much more than the
essays” (item 13: M=4.25; SD=.79). They other types of DMs in their IELTS essays.
also thought that it was necessary for them As for the calculation per 1,000 words, it
“to develop awareness of DMs in writing was found out that the percentages for six
lessons” (item 11: M=4.35; SD=.70). categories of DMs are 27.79% for
Elaborative markers, 6.86% for Inferential
Table 5
markers, 3.99% for Contrastive markers,
Learning Value of DMs 3.07% for Temporal markers, 1.94% for
N=60 Interpersonal markers and 0.57% for Topic
No. Statements Change markers. The total percentage per
M SD
1,000 words is 44.22% for the whole corpus.
It is necessary for learners This means that EFL learners deployed DMs
11 to develop awareness of 4.35 .70 in their writing at a moderate frequency.
DMs in writing lessons.
Table 6
Learners should learn to EFL Learners’ Deployment of DMs in
12 exploit DMs to improve 4.37 .63
IELTS Essays
their writing scores.
Categories of Frequency Percentage
Learners should pay No
attention to DMs as an DMs (F) (%)
13 4.25 .79
important part of academic Temporal
essays. 1 108 7%
markers
Learners should learn Contrastive
DMs carefully in terms of 2 140 9%
14 4.60 .71 markers
types, meaning, and
functions. Elaborative
3 976 63%
markers
Learners should learn
DMs in not only writing Inferential
15 4.47 .65 4 241 16%
but also other language markers
skills. Topic Change
5 20 1%
markers
4.1.2. EFL Learners’ Deployment
of DMs in IELTS Essays Interpersonal
6 68 4%
markers
The corpus of 120 IELTS essays
consists of 35123 word tokens, and the Total 1553 100%
results in Table 6 show that the total number
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 177

EFL Learners’ Deployment of learners used to begin with the most (26%),
Temporal Markers in IELTS Essays followed by secondly (23%). Other
The results in Table 7 present that of Temporal makers were 17% for first and
120 essays in the corpus, five different kinds foremost, 18% for second, and 18% for
of Temporal markers were used. EFL firstly.
Table 7
EFL Learners’ Deployment of Temporal Markers in IELTS Essays
Frequency Percentage
Category DM
(F) (%)
Firstly 20 18%
Secondly 25 23%
Temporal markers
First and foremost 18 17%
Second 19 18%
To begin with 26 24%
Total 5 108 100%

EFL Learners’ Deployment of hand (60%). Contrastive markers although

Contrastive Markers in IELTS Essays and despite amounted to 13% and 9%
As shown in Table 8, there were correspondingly. Other types of Contrastive
eight types of Contrastive markers markers (e.g., nonetheless, yet, but, however,
accounting for 140 times in the IELTS on the downside) were rarely used in the
corpus. EFL learners overused on the other IELTS essays.
Table 8
EFL Learners’ Deployment of Contrastive Markers in IELTS Essays
Frequency Percentage
Category DM
(F) (%)
However 5 4%
But 2 1%
Although 18 13%

Contrastive markers Despite 13 9%

On the other hand 84 60%
Yet 9 6%
Nonetheless 7 5%
On the downside 2 1%
Total 8 140 100%

EFL Learners’ Deployment of types of Elaborative markers, of which EFL

Elaborative Markers in IELTS Essays learners paid much attention to and (33.6%)
Table 9 shows that there were 19 and because (12.3%). Additionally, they
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 178

deployed Elaborative markers such as seldom employed other types of Elaborative

moreover (8.6%), such as (7.9%), for markers (e.g., or, on account of, in addition,
example (6.8%), due to (5.4%) and what is furthermore, etc.) in their IELTS essays.
more (5.1%) at a certain frequency, but they
Table 9
EFL Learners’ Deployment of Elaborative Markers in IELTS Essays
Frequency Percentage
Category DM
(F) (%)
And 328 33.6%
Or 5 0.5%
For example 66 6.8%

Elaborative markers Besides 13 1.3%

Moreover 84 8.6%
Furthermore 9 0.9%
What is more 50 5.1%
Such as 77 7.9%
Because 120 12.3%
On account of 4 0.4%
In addition 30 3.1%
Additionally 24 2.5%
Due to 53 5.4%
In other words 28 2.9%
To put it differently 10 1%
Particularly 8 0.8%
To be more precise 12 1.2%
In line with 35 3.6%
To be more detailed 20 2%
Total 19 976 100%

EFL Learners’ Deployment of (11%) and as a result (11%) were also

Inferential Markers in IELTS Essays prominent in EFL learners’ IELTS essays.
It is observed in Table 10 that of 11 Other types of Inferential markers (e.g., In
types of Inferential markers, EFL learners turn, thus, hence, thereby, in brief, to
deployed DM in conclusion (48%) most. recapitulate, etc.) were not frequently used
Two types of Inferential markers therefore in IELTS essays.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 179

Table 10
EFL Learners’ Deployment of Inferential Markers in IELTS Essays
Frequency Percentage
Category DM
(F) (%)
Therefore 27 11%
Hence 15 6%
Thus 18 7%
Thereby 2 1%
Inferential markers As a result 26 11%
As a consequence 9 4%
In conclusion 116 48%
In brief 2 1%
To recapitulate 2 1%
In turn 22 9%
Henceforth 2 1%
Total 11 241 100%

EFL Learners’ Deployment of (25%) and it is obvious that (19%) much

Interpersonal Markers in IELTS Essays more frequently than other Interpersonal
It can be seen from Table 11 that markers such as undoubtedly (15%),
seven types of Interpersonal markers were perhaps (15%), indeed (7%), it might be
used. EFL learners employed inevitably suggested that (13%) and it could be the case
that (6%).
Table 11
EFL Learners’ Deployment of Interpersonal Markers in IELTS Essays
Frequency Percentage
Category DM
(F) (%)
Indeed 5 7%
Undoubtedly 10 15%
Perhaps 10 15%

Interpersonal markers It is obvious that 13 19%

Inevitably 17 25%
It might be suggested that 9 13%
It could be the case that 4 6%
Total 7 68 100%
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EFL Learners’ Deployment of essays written by EFL learners has indicated

Topic Change Markers in IELTS Essays that EFL deployed 1,553 DMs in their 120
As for Table 12, there were only two IELTS essays (35,123 word tokens), which
types of Topic change markers used by EFL were grouped in 52 types of DMs. Of six
learners. When it comes to constituted 75%, categories of DMs, EFL learners tended to
threefold as much as that of regarding deploy Elaborative markers more than other
(25%). categories of DMs (Inferential, Contrastive,
Temporal, Interpersonal, and Topic Change
Table 12
markers). This may be because of the fact
EFL Learners’ Deployment of Topic Change that Elaborative markers (e.g., and, or, for
Markers in IELTS Essays example, etc.) are very prevalent in writing
Frequency Percentage and speaking, so learners could use those
Category DM DMs for elaboration or continuation of ideas
(F) (%)
in their writing. This result was consistent
Topic Regarding 5 25%
with that of previous studies conducted by
change When it Modhish (2012) and Jalilifar (2008) who
markers comes to 15 75%
have found that their research participants
Total 2 20 100% were also in favor of Elaborative markers in
writing as they heavily depended on DMs
4.2. Discussion such as and, because and moreover. This
This study aimed to find out EFL also accorded with Dumlao and Wilang
learners’ beliefs about and practices of (2019), which depicted that learners had the
deployment of DMs in IELTS essays, and it over-reliance of certain DM types such as
has gained the following findings. Firstly, Elaborative and Inferential markers.
the study has shown that EFL learners were Additionally, the finding presented that there
very cognizant of the significance of DMs in was a limited deployment of contrastive
IELTS essays. They believed that using markers (9%), Temporal markers (7%),
DMs in academic writing could be beneficial Interpersonal markers (4%) and Topic
in terms of pragmatic, indispensable, and Change markers (1%). One of the plausible
learning values of DMs. This finding may be explanations for this finding may be due to
that EFL learners have learned English for the limit number of words that ELF learners
years, and they could have a good had to write for each IELTS essay (Task 2);
understanding of the importance of DMs in therefore, they may tend to use other content
writing from their teachers’ instruction; words (e.g., verbs, nouns, adjectives, etc.) to
consequently, they may realize the important express ideas to address the writing task
roles and values of DMs in writing. This requirements.
outcome was in agreement with Kalajahi’s 5. Conclusions
(2012) and Ali and Mahadin’s (2016)
findings which illustrated that learners in The study has concluded that EFL
their research were fully conscious of DMs learners had a strong belief about the
in academic writing. It may imply that importance of DMs in IELTS essays (Task
teaching how to use DMs in writing to 2), and they deployed DMs in their writing
learners can be feasible, resulting in raising at a moderate frequency. Among six
learners’ awareness of the importance of categories of DMs, EFL learners seemed to
DMs in writing. deploy elaborative markers in their writing
Secondly, the analysis of IELTS more than other categories. This study has
some pedagogical implications based on the
VNU JOURNAL OF FOREIGN STUDIES, VOL. 38, NO. 6 (2022) 181

gained findings. First of all, as EFL learners Dumlao, R. P., & Wilang, J. D. (2019). Variations in
in this study were very aware of the the use of discourse markers by L1 and L2
English users. Indonesian Journal of
importance of DMs in writing, teachers Applied Linguistics, 9(1), 202-209.
should design more writing exercises in https://doi.org/10.17509/ijal.v9i1.15206
which DMs are deployed so that EFL Fraser, B. (1999), What are discourse markers?
learners can gradually understand how to use Journal of Pragmatics, 31(7), 931-952.
DMs effectively and appropriately. https://doi.org/10.1016/S0378-
Secondly, it was found out that elaborative 2166(98)00101-5
markers were the most common DMs Fraser, B. (2009). An account of discourse markers.
International Review of Pragmatics, 1(2),
employed by EFL learners, so teachers
293-320.
should highlight the values of other https://doi.org/10.1163/187730909X12538
categories of DMs in writing. If teachers 045489818
want their learners to achieve high scores in Fung, L. (2011). Discourse markers in the ESL
IELTS writing, they should help their classroom: A survey of teachers' attitudes.
learners to know how to deploy different Asian EFL Journal, 2(13), 199-248.
categories of DMs in their writing Ho, V. L. (2011). Non-native argumentative writing
appropriately. Thirdly, administrators at the by Vietnamese learners of English: A
contrastive study [Doctoral dissertation,
English language center should design extra Georgetown University].
materials relevant to the glossary of DMs so http://hdl.handle.net/10822/553147
that both teachers and learners can make use Jalilifar, A. (2008). Discourse markers in
of those materials in English writing composition writings: The case of Iranian
teaching and learning. learners of English as a foreign
language. English Language
This study still had some inevitable Teaching, 1(2), 114-122.
limitations. Firstly, this study was conducted https://doi.org/10.5539/elt.v1n2p114
with a small sample size at one research Kalajahi, S. (2012). Constructing an organized and
context. Secondly, only questionnaire and coherent text: How discourse markers are
essays were used as the main sources of data. viewed by Iranian post-graduate students.
Therefore, future research should include International Journal of Humanities and
Social Science, 2(9), 196-202.
learners from different contexts, and the
quasi-experiment may be conducted to Knott, A., & Dale, R. (1994). Using linguistic
phenomena to motivate a set of coherence
examine the effectiveness of DM relations. Discourse Processes, 18(1), 35-
instruction. 62.
https://doi.org/10.1080/01638539409544883
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NIỀM TIN VÀ THỰC TẾ VIỆC SỬ DỤNG CÁC TỪ NỐI

TRONG BÀI LUẬN IELTS
CỦA NGƯỜI HỌC TIẾNG ANH NHƯ LÀ NGOẠI NGỮ

Phạm Thị Hồng Vân

Trường Đại học Công nghệ TP. Hồ Chí Minh
475A Điện Biên Phủ, Phường 25, Quận Bình Thạnh, TP. Hồ Chí Minh, Việt Nam

Tóm tắt: Bài viết trình bày kết quả nghiên cứu niềm tin và thực tế việc sử dụng từ nối (discourse
markers) trong bài luận IELTS của những người học tiếng Anh như là ngoại ngữ. Tham gia nghiên cứu
là một nhóm 60 học viên đang tham gia các khóa luyện thi IELTS tại một trung tâm Anh ngữ ở Thành
phố Hồ Chí Minh, Việt Nam. Dữ liệu nghiên cứu được thu thập từ bảng câu hỏi và 120 bài luận IELTS
(Task 2) do học viên tham gia nghiên cứu viết. Dữ liệu bảng câu hỏi được xử lý bằng phần mềm SPSS,
còn dữ liệu các bài luận được xử lý bằng phần mềm AntConc. Kết quả cho thấy học viên tham gia
nghiên cứu có niềm tin mạnh mẽ vào tầm quan trọng của các từ nối trong văn viết, và thực tế họ sử dụng
các từ nối trong các bài luận IELTS với tần suất vừa phải. Ngoài ra, trong sáu loại từ nối, học viên sử
dụng từ nối thêm thông tin nhiều hơn các loại từ nối khác. Bài viết này cũng trình bày một số đề xuất
nhằm nâng cao chất lượng dạy và học tiếng Anh nói chung và dạy và học viết tiếng Anh nói riêng tại
nơi nghiên cứu và các nơi khác tương tự.
Từ khóa: liên từ, bài luận, IELTS, học viên, văn viết