Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing

Metadiscourse (MD) has emerged as a central concept in understanding how writers organize ideas, engage with readers, and construct meaning beyond the propositional content of texts. Rooted in discourse analysis, MD refers to the linguistic devices that help guide readers through a text, highlight the writer’s stance, and signal the intended interaction between writer and audience. This paper explores the multiple dimensions of MD by first clarifying its definitions and theoretical foundations. It then examines influential models, particularly Hyland’s (2005) interactive and interactional framework, which has been widely adopted in academic writing research. The discussion highlights how these models provide a systematic lens for analysing writing practices and understanding how writers manage coherence, persuasion, and engagement. Special attention is given to the role of MD in English as a Second Language (ESL) and English for Foreign Language (EFL) contexts, where learners often struggle with producing texts that are both linguistically accurate and rhetorically effective. The paper argues that explicit awareness and instruction of MD markers can significantly enhance ESL learners’ ability to produce clear, organized, and reader-friendly writing. Ultimately, this study underscores the importance of MD as both a theoretical construct and a practical pedagogical tool in advancing ESL learners’ academic literacy.