An Analysis of Interactional Metadiscourse Markers in Expository Writing by Malaysian ESL Undergraduates

Abstract

Research on metadiscourse has explored various genres, such as research articles and theses, often using Hyland’s Interpersonal Metadiscourse model. However, findings vary due to differences in genre and educational level, such as undergraduate versus postgraduate. Expository writing, especially in Malaysia, has received less attention in recent years. This study examines interactional metadiscourse in expository essays by Malaysian ESL students, focusing on how markers enhance clarity and conciseness based on Hyland’s Interpersonal Metadiscourse framework. Interactional metadiscourse markers are the main focus in this study because they assist readers in understanding the propositional contents clearly. A corpus of 206 essays, approximately 83,445 words, was analysed quantitatively using Text Inspector and qualitatively to ensure reliability. Results showed minor discrepancies among the five interactional metadiscourse types, as students used them unconsciously without strong preferences. Notably, self-mention markers like "we" and "our" were overused, suggesting a misunderstanding of academic tone and reliance on personal opinions over evidence. The second highest frequency of interactional metadiscourse markers is boosters, followed by engagement markers, hedges, and attitude markers. These findings highlight the need for explicit instruction on metadiscourse in academic writing courses. Teaching students the rhetorical functions of these markers can improve discourse awareness, audience engagement, and adherence to conventions. Addressing these gaps can enhance ESL students' writing proficiency in expository contexts.