Innovation in Language Learning

Abstract. In recent years, many researchers have tried to understand the relationship between the use of metadiscourse markers and students' cultural background and first language (C1 and L1). Kaplan (1966) first claimed that texts written by people from different L1s and C1s are supposed to be different. The purpose of the present study is to examine the interactional metadiscoursal features in the argumentative essays written by Iranian and Chinese EFL university students in the pedagogical context of composition classrooms. The main aim of this study is to find out if the background culture and L1 of students affect the use of interactional metadiscourse markers by students. A total number of 80 EFL students participated in this study (40 Iranian students and 40 Chinese students). The instrument that was used during this study was the interactional metadiscourse markers of Hyland's (2004) model which examined: hedges, boosters, attitude markers, engagement markers, and self-mentions. After collecting data, Mann-Whitney U test was used to explain the differences in using interactional metadiscourse markers. The present study revealed that there were significant differences between Iranian and Chinese EFL students in the use of the majority, although not all, of interactional metadiscourse markers. Accordingly, we can conclude that linguistic and cultural contexts are reflected in the written texts of Iranian and Chinese EFL students.