Discourse Structuring Metadiscourse in EMI Lecturer Microteaching Test Performance

Abstract

Microteaching is frequently used in English-medium instruction (EMI) teacher education to provide a controlled environment for skill refinement and feedback (Deroey, 2023; Morell, 2020), but less frequently in EMI language testing (Dimova, 2017) due to concerns about its suitability. While some argue for its potential to standardize language assessment procedures, others question its ability to reflect classroom discourse (Molino et al., 2022). To address this issue, empirical evidence of the language features of microteaching is needed. So far, however, very limited language-focused research has been conducted. This paper takes a step in this direction by analyzing EMI lecturers’ test performance in terms of discourse structuring metadiscourse, a key language function for enhancing clarity and coherence. The performances of 15 EMI lecturers on the Test of Oral English Proficiency for Academic Staff (TOEPAS) are examined to identify the most commonly used personal and impersonal metadiscourse markers, as well as differences in lecturers’ use of these markers across proficiency levels. Following Ädel’s (2010) reflexive model, quantitative and qualitative insights into metadiscourse are provided. Results suggest that simulated lectures elicit a range of forms and functions of metadiscourse that have been documented in the literature on classroom discourse in English-dominant and non-English-dominant settings. While more research is needed to elucidate the frequency distributions of these forms and how they reflect actual classroom practices, the qualitative analysis across proficiency levels provides insights into the degree of lexico-grammatical variation in the articulation of metadiscourse, which has implications for the widespread use of microteaching in testing and training.