Interactive metadiscourse in L1 and L2 English: Evidence from editorials

Abstract This study investigates the use of interactive metadiscourse markers in first language (L1) and second (L2) English editorials. It also identifies how L1 L2 editorials differ these markers. To this end, utilizes Hyland’s (2019) model to analyse – based on a descriptive approach 80 collected from two highly reputed newspapers: The Guardian Jordan Times , distributed evenly. data were analysed both quantitatively, using SPSS tests identify significant differences (if any) between sets editorials, qualitatively enrich our understanding functions analysis revealed that there is no difference corpora. However, slight variation individual such as frame evidentials. findings are discussed light theories previous literature. provides implications for learning teaching terms interaction written discourse achieved L2.