Metadiscourse and Cohesion in Korean EFLUniversity Students’ Essays

This study explores how Korean EFL university students at different proficiency levels use metadiscourse markers and cohesive devices in their argumentative writing. Although previous research has examined these features separately, few studies have analyzed how they work together to create coherent texts. Forty-eight EFL university students participated in the study, and their essays were analyzed both quantitatively and qualitatively using Hyland’s (2005) interpersonal model of metadiscourse and Halliday and Hasan’s (1976) cohesion taxonomy. Findings show that higher-proficiency writers employed a wider range of metadiscourse markers such as transitions, frame markers, hedges, and attitude markers, and lower-proficiency writers relied on additive conjunctions and self-mentions. In terms of cohesive devices, higher-proficiency writers varied their use of references, conjunctions, and word choice although both groups used grammatical cohesion. There was a modest positive relationship between metadiscourse markers and cohesive devices, but proficient writers tended to integrate them more effectively to guide readers and maintain textual coherence. Thus, learning how to incorporate cohesive devices and metadiscourse effectively is essential for good writing.