Indonesian and Uzbekistan EFL Students’ Research Articles: Interactional Metadiscourse

Abstract

Interactional metadiscourse is essential in EFL academic writing, as it enables writers to connect with readers, express their stance, and ensure effective communication. This study examines the interactional metadiscourse features used in research articles (RAs) written by EFL students from two institutions: one in Indonesia and one in Uzbekistan. Ten published students’ RAs—five from each institution—were chosen for analysis. The analysis utilized Hyland's (2005) interactional metadiscourse framework, which includes boosters, hedges, attitude markers, self-mentions, and engagement markers. The results revealed notable differences in the rhetorical strategies of the two groups. Indonesian students favored hedges and self-mentions, indicating a cautious yet authorially visible writing style. In contrast, Uzbek students showed a preference for engagement markers and hedges, reflecting a reader-focused and dialogic rhetorical style. Both groups also employed attitude markers and boosters to a moderate extent, though with subtle variations in frequency and word choices. These differences highlight the influence of cultural and educational practices on students' academic writing styles. The study highlights the need to foster rhetorical awareness in EFL writing instruction to help students effectively use metadiscourse strategies in varying academic contexts.