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An Investigation of Hedges and Boosters in the Writing of Advanced Iranian EFL Learners: The Role of Gender | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 02 آذر 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.53078.3408 | ||
| نویسندگان | ||
| Hadi Bastami1؛ mozhgan hooshmand* 2؛ Reza Rezaei1؛ Abdolvahed Zarifi3 | ||
| 1English department, Faculty of humanities, Yasouj University, Yasouj | ||
| 2English department, faculty of humanities, Yasouj University, yasouj, Iran | ||
| 3English department, Faculty of humanities, Yasouj University, Yasouj; | ||
| چکیده | ||
| This quantitative corpus-based study investigated the use of hedges and boosters in the writing of Iranian advanced EFL learners, with particular attention to potential gender differences. Forty EFL learners (20 males and 20 females, aged 15-20) were purposively selected from private language institutes in Yasouj, Iran, based on their performance on the Quick Oxford Placement Test (QOPT). A corpus of 40 essays (12,464 words total) was analyzed using Hyland's (2005) metadiscourse framework to identify and categorize hedges and boosters. Manual coding by two raters achieved substantial inter-rater reliability (r = .79). Frequency counts were normalized per 1,000 words, and chi-square tests were employed to examine gender differences. Results revealed that learners employed various types of hedges and boosters, with epistemic modal verbs being the most frequent category for both marker types, while epistemic nouns were rare or absent. Epistemic adjectives were the least frequent hedges, and epistemic nouns were the least frequent boosters. Notably, chi-square tests indicated no statistically significant gender differences in the use of either hedges or boosters, suggesting that male and female learners employed these markers with similar frequency and variety. The findings highlight the predominance of basic, frequently taught metadiscourse forms and suggest a need for explicit instruction to expand learners' repertoire of hedging and boosting strategies. Pedagogical implications emphasize the importance of genre-based, corpus-informed instruction and teacher professional development in metadiscourse awareness. | ||
| کلیدواژهها | ||
| Hedges؛ Boosters؛ Iranian Learners؛ Writing؛ Gender | ||
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