A means to control how writers mark their presence, negotiate knowledge claims, and engage with their audience, metadiscourse is one of the most prominent approaches to analysing academic writing. The present systematic review attempts to take stock of the existing literature by investigating how metadiscourse has been researched in academic writing by analysing a sample of 370 high-quality empirical studies published between 1990 and 2021. Studies were coded for their conceptual frameworks, research designs, data sources, study contexts, writers, texts, corpora, and reporting practices. It was found that over 80% of research involved cross-sectional descriptive corpus-based analysis, drawing on intercultural rhetoric. Owing to its impact, ease of application, and study comparability, most research adhered to the ‘broad’ tradition in metadiscourse. Representative of this approach, Hyland's interpersonal framework and models of stance and engagement were prevalent, although difficulties in undertaking a ‘thick’ analysis of such a wide variety of features coupled with publishing constraints meant that many authors narrowed their focus to a few select features (especially hedges, boosters, and self-mentions). Approximately 37% of corpus-based research followed the ‘thin’ tradition, with an emphasis on marker frequency counts over contextually-bound interpretations. Corpora of English texts, notably, research articles, were prominently studied, with little research taking place outside of university contexts or recruiting human participants as informants. We discuss avenues to advance research in metadiscourse, through identifying possible future inquiries and improving study quality.

This study examines the employment of uncertainty marking in discussion sections written by three groups of writers: master’s dissertations written in English by Iranian and English graduate students of applied linguistics, and research article discussions by professional writers of applied linguistics. The focus was on the use of hedging devices and degree of conviction promoted in their claims. The results showed that for all writer groups epistemic modals had the highest frequency of use in the discussion sections followed by epistemic adverbials/adjectivals/nouns (EAAn), and verbal hedges respectively. Graduate writers (English and Iranian) mostly used modal verbs to express conviction; hence, they produced a larger proportion of modals compared to professional writers. Professional writers, however, produced more accuracy and reader-based hedges such as EAnn, evidential, and judgmental verbs. Further, they used a more unique and diverse range of hedging devices. Except for modals, Iranian graduates’ discussions were less hedged compared to those by English graduates and professional writers. Certain epistemic modals (i.e. can, could) were frequently used by this group. Particular conversational hedges were used mostly by English graduates. Pedagogical applications and implications for junior researchers about developing appropriate stance and engagement strategies in writing discussion sections will be proposed and discussed.

The current study examined the relationships among self-regulated learning, metacognitive awareness, and EFL learners’ performance in argumentative writing. We collected data through two questionnaires (i.e. Motivated Strategies for Learning Questionnaire (MSLQ); Metacognitive Awareness Inventory (MAI)), and an argumentative writing task administered to 250 Iranian graduate students of TEFL in 11 universities across Iran. Using LISREL version 8.8, we ran structural equation modeling (SEM) to analyze the hypothesized relationships. The results revealed that although the SEM enjoyed a good fit on the hypothesized relationships among self-regulated learning, metacognitive awareness, and argumentative writing, the significant influence of metacognitive awareness and self-regulated learning on students’ argumentative writing performance could not be postulated. Finally, the pedagogical implications for writing instruction and research are discussed.

This study examines the comprehension of the logical relations denoted by different adverbial conjunctives by undergraduate EFL learners. More specifically, it tries to discover if the sex of the participants and type of the text affects inferring logical relations. 254 undergraduate EFL students took a language proficiency and a logical relations test (LRT). The results demonstrated a consistent pattern of performance on conjunctive relations across learners with different language proficiency levels. No significant differences were found between males and females in their performance on the LRT. Further, significant differences and interactions were found in inferring conjunctive relations across text and conjunction types. The results can have both theoretical and practical applications for text comprehension theories and reading-writing instruction.

This study analyzed the argumentative writing behavior of Iranian graduate learners of English as Foreign Language in their English essays. Further, the correlations between the use of argument elements and overall writing quality as well as soundness of produced arguments were investigated. To this end, 150 essays were analyzed. The sample essays were found to be predominantly deductive in terms of rhetorical pattern. Moreover, they mainly utilized ‘data’ and ‘claim’ most frequently with secondary elements of argument (i.e. counterargument claim, counterargument data, rebuttal claim, and rebuttal data) as the least produced elements. Overall writing quality co-varied significantly positively with the uses of claims, data, counterargument claims, counterargument data, rebuttal claims, and rebuttal data. Essays rated high in terms of overall writing quality were further rated for soundness and relevance of the arguments. The results demonstrate that even for advanced language learners good surface structure cannot necessarily guarantee well thought-out logical structure. The pedagogical implications for writing instruction and research are discussed.

This paper is a preliminary study designed to scrutinize the way Group Dynamic Assessment (G-DA), suggested by Poehner (2009), has been implemented in L2 classrooms regarding its basic premise: moving the group forward in its ZPD while benefiting individuals as well. Since the one-to-one interaction that characterizes DA framework represents an unrealistic model for classroom teachers who must manage classes of 15 to 30 learners, Poehner (2009) suggests the use of DA with groups of L2 learners rather than individuals and offers examples of two approaches to G-DA: concurrent and cumulative. However, the development of group ZPD cannot be easily traced in the presented approaches, and the process of shifting the activity from the individual to the group is not clarified either. To present a more realistic model of G-DA, this paper suggests the application of small group DA to L2 classrooms. To this end, it has initially delved into the concepts of 'group learning', 'group ZPD', and 'group DA'. Next, the areas of ambiguity in the two suggested approaches to G-DA have been identified. Finally, a less complicated model of classroom DA, namely small group DA is presented.

Genre- based studies have recently focused on different types of professional and academic texts to identify their communicative purpose(s), generic structure and linguistic features. However, analyzing the generic and linguistic structure of book prefaces as a subcategory of academic genres seems to have been significantly underresearched. This study focuses on academic book prefaces in three disciplines of management, metallurgy and mathematics to identify their generic structure, linguistic features and potential disciplinary differences. Identifying similar generic structure for book prefaces in the three disciplines, the researchers suggest that book prefaces in the above-mentioned areas are very similar in terms of their communicative purpose(s), generic structure and readers' expectation. Furthermore, the study did not identify any significant difference in the use of the moves and steps among the book prefaces in the three disciplines on the whole, which suggests that writers in the three disciplines generally use the same moves and steps with rather similar frequencies. Finally, analyzing the generic structure and linguistic features of book prefaces indicated that book prefaces fulfill a promotional purpose besides their common informative purpose. © IDOSI Publications, 2013.

The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dörnyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran. © 2011 Language Learning Research Club, University of Michigan.

This rhetorical study investigated the employment of interpersonal metadiscourse in applied linguistics articles written in English by Anglo-American and Iranian academic writers. To this end, a representative sample of 60 conclusion sections written by the two groups of writers was selected as the corpus. The two groups of writers were compared in terms of their use of " hedges" , " emphatics" , and " attitude markers" in the extracts. The interpersonal categories were also broken down into subtypes depending on the linguistic items used, and analyzed for distribution in the conclusion sections. The functional-contextual analysis shows similarities and differences in the rhetorical behaviour of these authors in their use of interpersonal metadiscourse. There was a remarkable tendency by both writer groups towards hedging their propositions. Pronounced differences were mainly in the higher use of emphatics and attitude markers by Anglo-American authors. High certainty avoidance and abstinence from attitudinal language was noticeable amongst Iranian experts. The differences are attributed to the degree of rhetorical sensitivity to and awareness of audience, purpose, cultural leanings, and the proclivities of the disciplinary genre. The implications of this study can be helpful in academic writing, EFL writing instruction, and genre analysis. © 2010 Elsevier B.V.

The issue of oil and gas policies in Iran is rather complex. In the present investigation, it is aimed to formulate plans for increasing the capacity of the country's energy production. Analysis of energy consumption pattern over last decades is indicative of inefficient usage. The low energy prices in Iran do not reflect economic costs. Further distortions exist in the tariff structures of most energy sources and in their relative prices. It is recognized that price reform is a key policy element for promotion of energy conservation and fuel substitution with renewable energies. Mitigation policies in the energy sector are crucial to Iran's overall policies. Emission of greenhouse gases can be reduced from 752,156 to 560,791 Gg CO2 equivalents in 2010 by implementing the policies proposed for the energy sub-sectors. Enhancing energy efficiency, including combined cycle power generation, has proved to be the most economic option for greenhouse gases reduction in energy sector. Iran's energy consumption pattern is unsustainable and consumption oriented. © 2007 Elsevier Ltd. All rights reserved.