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An Analysis of Interactive Metadiscourse Markers in Expository Writing by Malaysian ESL Undergraduates

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  • Siti Faridah Kamaruddin

    (Academy of Language Studies University Technology MARA Sarawak Branch, Mukah Campus, Malaysia)

  • Naginder Kaur

    (Academy of Language Studies University Technology MARA Sarawak Branch, Mukah Campus, Malaysia)

Abstract

Studies on metadiscourse have been conducted extensively across different genres, namely, research articles, research theses, and argumentative writing. Due to differences in genres and levels of education (undergraduate/postgraduate), there has been inconsistency in results, although most studies have adopted a common framework, which is the Interpersonal Metadiscourse model. Among these genres, research on using metadiscourse resources in expository writing needs to be further investigated, especially in the Malaysian context. Hence, this study aimed to uncover the interactive metadiscourse features used in expository essays written by English as a Second Language (ESL) students from a public university in Malaysia. The primary objective is to identify the differences in the use of interactive metadiscourse markers concerning clarity and conciseness based on Hyland’s model of metadiscourse. A corpus of 206 expository essays comprising 83,445 words produced by the students was developed and analysed through quantitative and qualitative research. In order to achieve an acceptable degree of reliability, the essays were first analysed electronically using software called Text Inspector. Then, all the metadiscourse markers were examined qualitatively in context to determine their actual functions. Results revealed that the high use of interactive markers corresponds to the nature of expository essays, which is to explain, describe, or inform the reader about a particular topic or subject. The students in this study also understand that expository essays should be written neutrally, focusing on presenting facts, explaining concepts, and clearly understanding the topic. This study concluded that interactive markers are essential for inclusion in expository writing, especially in a language proficiency course, to ensure factual and critical thinking writers can be nurtured. The findings of this study may render some pedagogical implications in the ESL context, especially in writing expository essays among undergraduates.

Suggested Citation

  • Siti Faridah Kamaruddin & Naginder Kaur, 2025. "An Analysis of Interactive Metadiscourse Markers in Expository Writing by Malaysian ESL Undergraduates," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 1990-2004, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:1990-2004
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    References listed on IDEAS

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    1. Helen Tan & Wong Bee Eng, 2014. "Metadiscourse Use in the Persuasive Writing of Malaysian Undergraduate Students," English Language Teaching, Canadian Center of Science and Education, vol. 7(7), pages 1-26, July.
    2. Isabelle Chou & Weiyi Li & Kanglong Liu, 2023. "Representation of interactional metadiscourse in translated and native English: A corpus-assisted study," PLOS ONE, Public Library of Science, vol. 18(7), pages 1-20, July.
    3. Noor Hanim Rahmat & Nur Anisah Tan Abdullah & Mohamad Hanis Yahaya & Choong Pow Yean & Wararat Whanchit, 2020. "Gender Differences on the Use of Metadiscourse on Reflective Essays: A Case Study of Inbound Students," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 10(5), pages 248-261.
    4. Nor Hafizah Anwardeen & Eunice Ong Luyee & Joanna Indra Gabriel & Seyed Ali Rezvani Kalajahi, 2013. "An Analysis: The Usage of Metadiscourse in Argumentative Writing by Malaysian Tertiary Level of Students," English Language Teaching, Canadian Center of Science and Education, vol. 6(9), pages 1-83, September.
    5. Noor Hanim Rahmat & Nur Anisah Tan Abdullah & Mohamad Hanis Yahaya & Choong Pow Yean & Wararat Whanchit, 2020. "Gender Differences on the Use of Metadiscourse on Reflective Essays: A Case Study of Inbound Students," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 10(5), pages 248-261, May.
    6. Miguel Cuevas-Alonso & Carla Míguez-Álvarez, 2021. "Metadiscursive Markers and Text Genre: A Metareview," Publications, MDPI, vol. 9(4), pages 1-20, December.
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