Metadiscourse Markers in Saudi EFL Undergraduate Academic Writing: A Corpus-Based Analysis of Proficiency and Genre Variation

Abstract

The current study examines how the metadiscourse markers in Saudi EFL undergraduate academic writing may vary due to writing proficiency and essay genre. By utilizing a corpus of 206 final-exam essays (argumentative, cause-and-effect, and compare-and-contrast) from an English-medium college, we conducted a mixed-method analysis grounded in an established interpersonal model of metadiscourse. Quantitative results reveal a paradoxical trend where low-graded essays (≤ 65%) employed 26% more metadiscourse markers (approx. 140 per 1,000 words) than high-graded essays (≥ 90%). This finding suggests an overuse of basic transitions and engagement devices by low-graded writers. While the overall ratio distributions between interactive/interactional markers were similar across proficiency levels, qualitative differences were noticeable. High-graded texts displayed a diverse, contextually integrated marker use, whereas low-graded texts relied on repetitive, formulaic signals (e.g., excessive “and” “also”). Essay-genre comparisons further demonstrated distinct patterns: argumentative essays by weaker writers showed engagement-marker saturation (direct reader address instead of strong argumentation), cause-and-effect essays showed authorial detachment (marked drop in self-mentions), and compare-and-contrast essays showed evaluative imbalance (excessive self-reference coupled with limited hedges or boosters). These findings confirm that proficiency improvements are associated with a shift from mechanical to strategic metadiscourse use. In terms of cultural impact, the results reflect a transfer from Arabic rhetorical norms (e.g., additive cohesion, collective ethos) and the influence of English-medium instructional practices. The study offers implications for pedagogy that go beyond formulaic cohesion, emphasizing functional marker use, balanced stance-taking, and genre-sensitive writing strategies to help learners develop a more effective academic voice.