psychological domains and functions of discourse markers used by non-native efl teachers in classroom interactions: investigating the role of teachers’ experience

This study explores the psychological functions and domains of discourse markers used by non-native efl teachers in pre-intermediate and upper-intermediate classroom interactions. focusing on teachers' experience levels, it aims to examine how discourse markers facilitate classroom communication, enhance comprehension, and impact interaction dynamics, contributing to the pedagogical effectiveness of experienced and less-experienced teachers alike. the study employed a corpus-driven quantitative descriptive design, using crible's (2017) annotation model to analyze discourse markers (dms) in efl classroom interactions. ten iranian teachers (five novice, five experienced) were recorded during sessions, with transcriptions focused on teacher discourse. dms were identified, coded using taxonomies, and analyzed with antconc software. descriptive and inferential statistics, including chi-square, examined differences in dm use based on teacher experience and proficiency level. the study found no significant difference in discourse marker (dm) usage between novice and experienced iranian efl teachers, though novice teachers used more dms. sequential and rhetorical markers were most frequent, and both groups employed monitoring, concession, and addition functions most. despite similar dm frequencies, novice teachers’ overuse suggested limited proficiency. the study highlights the role of dms in structuring classroom discourse and calls for further research on dm usage in non-native contexts to improve teaching effectiveness and learner engagement.