WIP: Do Metadiscursive Riffs Harmonize Lecture Delivery?

Document Type

Conference Proceeding

Publication Date

1-13-2026

Department

Department of Mechanical and Aerospace Engineering

Abstract

This work-in-progress innovative practice category paper presents a proof-of-concept of an evaluation and feedback method focused on instructors' classroom discourse by analyzing both metadiscourse markers (MDMs) and verb-noun (VN) combinations. MDMs, categorized as organizational, interpretive, and epistemic functions, provide insights into how instructors organize discourse, facilitate knowledge-building, and manage uncertainty within classroom discussions, as well as its impact on student cognitive processing, meaning negotiation, and engagement. VN structures, such as ‘analyze data’ or ‘construct explanations,’ indicate the cognitive demands expected from students, helping instructors assess alignment with intended learning objectives. Using a custom Python function leveraging natural language processing, VN pairs are extracted to reveal patterns aligned with frameworks such as Bloom's Taxonomy and to support integration with classroom observation protocols like Classroom Observation Protocol for Undergraduate STEM (COPUS) and the Classroom Discourse Observation Protocol (CDOP). In addition to VN analysis, by tracking the frequency and function of MDMs, we examine how instructional language fosters coherence, engagement, and epistemic positioning in STEM education. This complementary analysis enables a holistic view of teaching effectiveness by integrating both action-based linguistic structures and discourse organization strategies. Tracking both the frequency and nature of these action phrases and discourse markers enables instructors to reflect on the alignment between their teaching practices and intended learning objectives. Preliminary analysis suggests variation across instructors in their discursive stance and cognitive expectations, offering potential for enhanced instructional self-reflection.

Publication Title

2025 IEEE Frontiers in Education Conference (FIE)

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