Metadiscourse Markers in Advanced EFL learners’ Academic Writing

Abstract

The principle aim of using metadiscourse markers is to make communication between the writer and the reader more powerful. The purpose of this study is to examine the use of metadiscourse markers in advanced EFL learners’ writing. In this study, two groups of students from third year and fourth year in the Department of English, College of Arts, University of Basrah were analyzed based on Hyland and Tse ( ). Two main types of metadiscourse markers were investigated: interactive category, i.e. transitions, frame markers, endophoric markers, evidential and code glosses and interactional category, i.e. hedges, boosters, attitude markers, self-mentions and engagement markers. The results show that there are no significant differences between the third and fourth year students’ writing in the use of these markers. Moreover, both groups frequently use transition markers more than other markers. This means that they are more familiar with interactive category than interactional category