İngilizce öğretmenlerinin ikinci dilde akademik yazımda kişisel ve kişisel olmayan üstsöylem belirleyicilerine ilişkin farkındalık ve tutumları

The purpose of the current study is to investigate EFL instructors' awareness and attitudes towards personal and impersonal metadiscourse markers in L2 academic writing. Thirteen EFL instructors who have at least five years of teaching experience in a state university participated in the study. This study is designed as a qualitative study. To this end, semi-structured interviews were conducted as a data collection tool. Prior to the interviews, a handout that contains jumbled sentences with personal and impersonal metadiscourse markers was given to the teachers, through which it was aimed to gather preliminary data. After the interviews were completed, audio recordings were transcribed. Charmaz's (2006) Constructivist Grounded Theory Method was utilized in the study. As an initial part of the analysis of the data, line-by-line coding was completed manually along with memo writing, both of which are considered as the first major stages of a grounded theory approach to the data. Focused and theoretical coding were adopted in the later stages of data analysis process. The results of the study revealed that EFL teachers preferred the use of impersonal metadiscourse markers in their students' essays. The findings of the study can contribute to the design and development of materials regarding academic writing; therefore, effective use of metadiscourse markers can be taught in L2 academic writing contexts. Keywords: Metadiscourse, Personal Metadiscourse Markers, Impersonal Metadiscourse Markers