Keywords
Abstract
The present study explores metadiscourse as a crucial linguistic phenomenon in academic writing for EFL learners. The main focus of the research includes the theoretical foundations, objectives, and classifications of metadiscourse markers in scholarly communication. Particular attention is given to Hyland's interpersonal model of metadiscourse, which differentiates between interactive and interactional resources. This article discusses the role of metadiscourse in organizing discourse, guiding readers, and expressing the writer's stance within academic writing. The research also highlights the significance of metadiscourse in EFL contexts, as students often face challenges with the conventions of academic writing. The findings indicate that metadiscourse significantly enhances the coherence, reader engagement, and rhetorical effectiveness of academic writing.
References
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