This study investigates how Turkish non-native speakers and native speakers of English use metadiscourse markers in research articles. With this purpose, a total of 100 research articles on the field of teaching a foreign language were analyzed based on the taxonomy of Hyland and Tse (2004). 50 research articles written by Turkish academic writers and 50 research articles written by American academic writers were collected from prestigious journals. The taxonomy has mainly two components: Interactive and interactional resources. This study focuses on the interactional resources. A qualitative approach was applied. The results of the binomial test showed that there are significant differences in the use of interactional metadiscourse markers between the two groups. American academic writers (AAWs) used significantly more interactional metadiscourse markers (IMMs) in English research articles (ERAs) compared to Turkish academic writers (TAWs). The use of the subcategories of engagement markers were also significantly different specifically in terms of the use of self-mention and questions. This may suggest that the use of IMMs may show cultural preferences, which can be considered as stylistic difference and may not need further instructional intervention. Thus, academic writing courses are suggested to be included especially in MA and PhD programs. Models of academic texts can be used in courses and raising consciousness on both micro and macro aspects of academic discourse can be suggested.

Lifelong learning is promoted in every field and place and one way to achieve this goal can be learning how to reflect on the learning process the learners go through and take the necessary actions to achieve their learning goals. The aim of this study was to find out to what extent EFL (English as a Foreign Language) learners could reflect on their essays in an EFL writing course and whether guidance of the teacher could help them to improve their reflections. The participants of the study were required to write a pre and post reflection on their writing process while composing in English. Data were collected through questionnaires to find out how they perceived the reflection process. The reflection elements were coded according to Chirema's coding scheme (2007) on a computer program used for qualitative data analysis. The findings showed that the learners produced more qualified reflections after the training and enjoyed the process of reflecting. The findings of the study may indicate that with appropriate training, it is possible to achieve autonomy in a writing course through enhancing reflection on the learning process. Teaching learners to reflect in EFL writing course may improve their skills at pre-writing stage.

Araştırmaların yöntemlerinin doğru belirlenmesinde araştırma desenleri önemli bir etkendir. Nitel araştırma yöntemine dayalı en yaygın kullanılan beş temel desen söz konusudur. Bunlardan en çok durum çalışması ve olgubilim desenleri yaygın bir şekilde araştırmacılar tarafından tercih edilmektedir. Bu tercihin aynı zamanda iki deseni birbirinin yerine kullanma durumunu da beraberinde getirdiğini söylemek yanlış olmayacaktır. Bu çalışma ile olgubilim ve durum çalışması desenlerinin ortak ve farklı yönlerinin ele alınarak karşılaştırmanın yapılması amaçlanmıştır. Olgubilim, yaşanan olgu ile ilgili bilgiler elde etmek için olguyu deneyimleyen bireylerin görüşüne başvurulan nitel araştırma yöntemi desenidir. Olgubilimin oldukça fazla uygulama biçimi bulunmakla birlikte her birinde öznel deneyime öncelik verilmektedir. Olgubilim deseninde veri kaynağı birey veya gruplar olabilmektedir. Durum çalışması ise bir olgunun gerçekliği içinde incelenmesi, araştırılması ve tanımlanmasıdır. Bu olgu, kişi, kurum, mekan, proje veya bir program da olabilmektedir. Durum çalışması “neyin çalışılacağının” veya çalışma nesnesinin seçimidir. Durum çalışması, araştırılmak istenen konuyu farklı durumların da etkileyebileceği gerçeğinden yola çıkarak tüm bunların bütüncül bir anlayışta incelenmesidir.

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