Exploring How Input Types Shape Discourse Marker Use in IELTS Speaking: Genuine, Elaborated, and Modified Elaborated

Helta Bryant; Lei Brotchie

doi:10.61227/iltt.v1i2.220

Authors

Helta Bryant University of Szeged
Lei Brotchie University of Szeged,

DOI:

https://doi.org/10.61227/iltt.v1i2.220

Keywords:

Discourse Marker, Elaborated, Genuine, IELTS Speaking, Modified Elaborated input

Abstract

Considerable scholarly discussion has emerged regarding the optimal input format for advancing linguistic competence and enhancing oral proficiency, especially concerning IELTS speaking assessments. This investigation examined the comparative efficacy of three input formats—Authentic, Enhanced, and Refined Enhanced—concerning discourse marker deployment within IELTS speaking contexts. Employing a temporal-sequence quasi-experimental framework, 36 Hungarian EFL participants from four established courses undertaking IELTS preparation at a language training center encountered audio materials exemplifying each input category. Treatment cohorts experienced comprehensive discourse marker exposure, whereas the comparison cohort received instruction via identical pedagogical approaches and educators yet with reduced discourse marker emphasis. Post-exposure evaluations were administered subsequent to each input category encounter. Friedman's one-way ANOVA analysis of preliminary and subsequent assessment results demonstrated superior performance following enhanced input exposure relative to authentic input, achieving optimal outcomes within the refined enhanced input configuration. Additionally, results indicate that typographical input augmentation substantially advances oral communication capabilities. This investigation presents multiple pedagogical recommendations.

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