Metadiscourse Devices in English Scientific Research Articles Written by Native and Non- Native Speakers of English

Al-Zubeiry, Hameed Yahya A.

doi:10.5296/ijl.v11i1.14259

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…This finding seems to match with the findings obtained by Hyland and Milton (1997), who found that non-native writers had problems in expressing certainty, which is likely due to their lacking knowledge of the effective use of the interactional devices such as stance markers. This finding also conforms to what has been concluded by Al-Zubeiry (2019) and Darwish (2019), who asserted that non-native writers of English use less interactional devices than their native counterparts.…”

Section: Analysis Of Stance-marking Of Interaction Across Disciplinessupporting

confidence: 92%

“…A number of research studies have been done in exploring and investigating writer's stance-marking of interaction in different genres and fields and across disciplines, languages, and cultures, such as research on Saudi EFL academic writing (Al-Zubeiry, 2019;Al-Zumor, 2021), academic writing (Babaii et al, 2015;Bunton, 1999;Darwish, 2019;Hyland, 2004), journal author guidelines (Hyland & Milton, 1997;Messabhia, 2020;Moini & Salami, 2015), book reviews (Nayernia & Ashouri, 2019), research articles (Qomariana & Soetama, 2021), and doctoral dissertation and Master's theses (Sayah & Hashemi, 2014;Taymaz, 2021). For the convenience of presentation and the limitation of the current study, we attempt to review the most relevant studies to better understand related literature.…”

Section: Studies On Writer's Stance-marking Of Interactionmentioning

confidence: 99%

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Stance-marking of interaction in research articles written by non-native speakers of English: An analytical study

Al-Zubeiry

Assaggaf

2023

SiELE

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Stance-marking of interaction is considered an important element for achieving effective communication in any academic discourse. Based on a descriptive-analytic approach, the present study addresses a two-fold objective: a) analyzing and comparing stance-marking of interaction across disciplines in the research articles written by Arab non-native speakers of English, and b) describing how researchers’ lack of using interactional linguistic markers in their research articles would constrain readers from interacting with the arguments and opinions they expressed in their academic articles. The corpus data comprised forty research articles selected randomly from two disciplines: sciences (ten engineering and ten medicine) and humanities (ten education and ten applied linguistics). The findings of the study showed an evident lack of stance-marking in research articles written in English by Arab researchers. A total of 307 occurrences of lack of stance markers were detected in the study corpus. Arab non-native researchers’ deficiency in employing stance markers in their research articles is likely to be attributed to their lack of knowledge and awareness about the effectiveness of stance-marking of interaction in academic writing. The results also show that science discipline articles have a higher frequency of lack of stance markers than humanities discipline articles. The difference between the two disciplines could be attributed to the distinctive persuasive nature of each discipline. The study concluded with some recommendations, including the inclusion of stance-marking of interaction in evaluating papers for publication and teaching academic writing to Arab non-native English postgraduate students.

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Section: Analysis Of Stance-marking Of Interaction Across Disciplinessupporting

confidence: 92%

Section: Studies On Writer's Stance-marking Of Interactionmentioning

confidence: 99%

Stance-marking of interaction in research articles written by non-native speakers of English: An analytical study

Al-Zubeiry

Assaggaf

2023

SiELE

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“…Some of these studies emphasized the cross-cultural and cross-linguistic variations of metadiscourse (e.g. ; Sultan 2011; Lee & Casal 2014;Alshahrani 2015;Al-Al-Zubeiry 2019) and some others examined the cross-disciplinary variations (e.g., Zarei & Mansoori 2011;Cao & Hu 2014;Estaji & Vafaeimehr 2015;Khedri & Konstantinos 2018;Kashiha & Marandi 2019). Metadiscourse was also examined within the abstract section (e.g., Gillaerts & Van de Velde 2010; Khedri, Heng & Ebrahimi 2013, Alotaibi 2015, introduction and methods sections (e.g., Jalilifar & Kabezade 2012;Loi & Lim 2013;Khedri & Konstantinos 2018;Cao & Hu 2022) as well as conclusion and discussion sections (e.g., Mirshamsi & Allami 2013;Ghahremani & Biria, 2017;Liu & Buckingham 2018).…”

Section: Previous Related Literaturementioning

confidence: 99%

The Use of Interactional Metadiscourse Markers in the Discussion Section of Master’s Theses Written in English by Algerian Students: An Investigation of Gender Variation

2024

JJMLL

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Metadiscourse analysis plays an important role in exploring the rhetorical structure of different academic genres including master’s theses. Gender differences in writing the discussion section within this genre has been unexplored in the Algerian setting. Therefore, this study employs Hyland’s framework of metadiscourse (2005) to investigate gender variation in Algerian master’s theses discussion sections written in English within the field of applied linguistics. It seeks to examine possible similarities and differences in the use of interactional resources across the two gender groups. A mixed-methods approach was opted for to study the frequency and functions of these resources. The findings revealed a higher frequency of occurrence of interactional markers among female writers. Attitude markers were the most preferred interactional resources for both groups of writers with more diversity of lexical choices noticed within the female sub-corpus. Hedges were also significantly frequent among females while males exhibited more preference for using boosters. Self-mentions and engagement markers were found to be the least used interactional categories among both genders. This study also revealed that interactional metadiscourse markers perform different rhetorical functions in the discussion of master’s theses. Keywords: Applied linguistics, Discussion sections, Gender differences, Interactional resources, Metadiscourse

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“…Yet, despite all efforts, effective and applicable incorporation of given to new topic information flow into tertiary-level writing instruction is still scarce (He, 2020). Accordingly, training NNES writing teachers to identify and assess the flow of given to new topic information in academic writing, and having them adjust the grade weighting associated with given to new topic information flow, can assist in focusing on the intelligibility of communicative competence skills within writing assessments (Al-Zubeiry, 2019;Arabi & Ali, 2015;Fitriati & Yonata, 2017;Jones, 2015;Strauss & Feiz, 2013).…”

Section: Introductionmentioning

confidence: 99%

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

Perrodin¹

2021

J. Eng. Foreign. Lang.

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Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.

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Metadiscourse Devices in English Scientific Research Articles Written by Native and Non- Native Speakers of English

Cited by 4 publications

References 26 publications

Stance-marking of interaction in research articles written by non-native speakers of English: An analytical study

Stance-marking of interaction in research articles written by non-native speakers of English: An analytical study

The Use of Interactional Metadiscourse Markers in the Discussion Section of Master’s Theses Written in English by Algerian Students: An Investigation of Gender Variation

Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

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