A Discursive Psychology-Based Approach to THE IMPACT of Gender on using metadiscourse Markers.

Abstract

The current case study investigates gender-triggered differences in using Metadiscourse markers, hedges and boosters, by third year EFL students in the English department at Yahia Fares University. More pointedly, it heeds to explore whether a gender-based variable (being a female or male student) bears an impact on the use and distribution of hedges and boosters among EFL students’ argumentative written products. For this purpose, and following a psychological discursive-based approach to language, a descriptive case study was conducted with third year EFL students in the English department. Both quantitative and qualitative data were collected through two main sources; students’ questionnaire and students’ writing essay tests. The findings of the research have revealed that female students were more inclined to use hedges in their argumentative writing than boosters. Differently, male students were more committed to use boosters