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All Journal Journal of Education and Teacher Training Innovation (JETTI)
Azita Fadaei
Islamic Azadi University, Khuzestan Branch, Iran
Education

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A Gender-Oriented Investigation of Interactional Metadiscourse in Research Article Abstracts Azita Fadaei; Zohre G. Shoushtari
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/agakcx70

Abstract

This study investigated gender differences in the use of interactional metadiscourse markers (IMMs) in research article abstracts. Focusing on 200 abstracts written by male and female scholars in Applied Linguistics, the research examined how gender influences the frequency and distribution of IMMs, including hedges, boosters, attitude markers, engagement markers, and self-mentions. Using Hyland’s (2005) taxonomy, the abstracts were analyzed quantitatively. Statistical results showed a significant relationship between gender and the use of IMMs. In both disciplines, male authors employed these markers more frequently than female authors. Although disciplinary differences were observed, the main gender-related finding was that male writers tended to rely more on interactional resources overall. However, self-mentions and engagement markers were used relatively infrequently by both genders, suggesting a shared preference for hedges, boosters, and attitude markers as persuasive strategies in abstract writing. These findings carry practical implications for EAP pedagogy and editorial practice, particularly in guiding novice researchers, especially women, toward more rhetorically effective abstract writing.
Co-Authors Zohre G. Shoushtari