A Corpus-Based Analysis of Interactional Metadiscourse Features Used in Argumentative Essays Written by IELTS Test Takers in Pakistan

Abstract

The proficiency of Pakistani learners in taking the IELTS is vital for their prospects of studying and working overseas. There is a significant amount of research on argumentative essay writing, however, there have been limited studies examining the utilisation of interactional metadiscourse markers by Pakistani learners who are taking the IELTS exam. In order to address this lack of knowledge, this study analyses argumentative essays written by Pakistani IELTS test takers, utilising Hyland’s (2005) interpersonal metadiscourse paradigm. The MetaPak programme was utilised for the analysis of corpus. The results indicate that in interactional metadiscourse markers “Engagement markers” were the most commonly employed, followed by “Boosters” and “Self-mentions.” “Hedges” and “Attitude markers” were among the least prevalent metadiscourse markers. The findings highlight the need of using strategic metadiscourse in order to enhance argumentation effectiveness. These insights can be valuable for instructing L2 writing and guiding IELTS preparation materials for Pakistani IELTS test takers.

Keywords: Pakistani IELTS test takers, argumentative essay, Hyland’s (2005) interpersonal model of metadiscourse features, MetaPak, second language learners