The use of metadiscourse in academic writing by Malaysian first-year ESL doctoral students
Bibliographic Data
| ID | 21240175 |
|---|---|
| Authors | Yueh Yea Lo (0000-0002-6347-9835, University of Malaya), Juliana Othman (0000-0001-5151-099X, University of Malaya), Jia Wei Lim (0000-0001-9097-0729, University of Malaya) |
| Year | 2020 |
| Volume | 10 |
| Issue | 1 |
| Pages | 271-282 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v10i1.25069 |
| OpenAlex | W3032968715 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Metadiscourse refers to linguistic items, which functions to establish a connection with imagined readers of a text (Hyland, 2004). The use of metadiscourse has received much attention in various contexts, yet, little works are focusing on disciplinary metadiscourse, that has been carried out. To address this gap, this study explored, described, and compared the use of disciplinary metadiscourse by eight Malaysian first-year ESL doctoral students across four areas of study in education. The study reported in this article focuses on development or changes in writing over time. This study is quantitative in nature with a corpus-based approach utilizing AntConc (3.4.4) to examine the frequency of three dimensions of academic discourse in their writing, namely textual, engagement, and evaluative The results of this analysis show that (i) the engagement dimension (3.1%) was the lowest of all three dimensions in written work, reinforcing the argument that first-year ESL doctoral students are less experienced at using textual metadiscourse resources, and (ii) frequency of all three dimensions of academic discourse in their writing differs across time between first written drafts to the final written drafts. These are first-year ESL doctoral students, who are writing in different fields of educational research. The implication is that teaching and learning of disciplinary metadiscourse should involve explicit explanation, demonstration, and practice of its use, and development in the academic writing process.Academic writing; corpus analysis; ESL doctoral students; metadiscourse
Academic writing · Discipline · English for academic purposes · Linguistics · Mathematics education · Metadiscourse · Pedagogy · Sociology · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
Metadiscourse in L1 and L2 English
Disciplinary Identities
Boosting, hedging and the negotiation of academic knowledge
“In this paper we suggest”
Why EAP is necessary
Voice in academic writing
Interactions in L1 and L2 undergraduate student writing
Disciplinary interactions
Some Exploratory Discourse on Metadiscourse
As can be seen
The Routledge Companion to English Studies
Metadiscourse in Academic Writing
Interaction in academic writing
‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’
Exploring academic identities of EFL novice writers
Hedges, Boosters and Lexical Invisibility
Traces of self and others in research articles. A comparative pilot study of English, French and Norwegian research articles in medicine, economics and linguistics
Epistemic modality markers in research articles
Style
Conceptualizing the Academic Life
Metadiscourse
Metadiscourse
Authority and invisibility
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |