Metadiscourse in Academic Writing EFL Students at The World Islamic Sciences & Education University (W.I.S.E)

Abstract

This study aims to examine metadiscourse features in opinion-based essays written in English by Jordanian students at The World Islamic Sciences & Education University (W.I.S.E). Specifically, the objective of this study is to investigate the forms and frequency of metadiscourse features employed in the opinion-based essays composed by these students. Based on Hyland’s model (2005), 30 essays obtained from Writing II EFL students were analyzed qualitatively and quantitatively. The findings show that interactional metadiscourse markers are predominant in students’ writings while the interactive ones show a low frequency of occurrence. This study stresses on the importance of metadiscourse features to create effective, persuasive, and coherent academic essays