Textual tapestries: Weaving through metadiscourse in different academic genres by Turkish and native English academics in discussion sections

This thesis presents a comparative analysis of interactional metadiscourse markers (IMDMs) in the discussion sections of doctoral dissertations, master's theses, and research articles by native English-speaking academic writers (NAWEs) and Turkish-speaking academic writers of English (TAWEs). The study analyzes a corpus of 76,680 words from NAWE-authored Ph.D. dissertations, 42,466 words from NAWE-authored master's theses, 25,070 words from NAWE-authored research articles, 190,475 words from TAWE-authored Ph.D. dissertations, 114,854 words from TAWE-authored master's theses, and 30,098 words from TAWE-authored research articles, using Hyland's (2005) taxonomy of metadiscourse. Quantitative findings reveal that NAWEs use a higher frequency and diversity of IMDMs in their master's theses (635.10 per 10,000 words) compared to Ph.D. discussions (541.60 per 10,000 words) and article discussions (615.08 per 10,000 words). TAWEs show a more consistent application across genres, with frequencies of 509.20 in Ph.D. discussions, 519.62 in master's discussions, and 520.96 in article discussions, indicating a uniform metadiscursive approach. Further analysis highlights distinct strategies between the groups. NAWEs employ a wider range of IMDMs to navigate complex scholarly discourse, enhance reader engagement, and assertively present research claims. In contrast, TAWEs use a narrower range, possibly due to different rhetorical preferences or instructional backgrounds. This differential use may impact the global communicability and academic integration of TAWE-authored texts (Ädel, 2006). The findings underscore significant cultural and educational influences on academic writing practices, particularly in the use of metadiscourse, echoing Mauranen's (1993) observations of non-native speakers' challenges. These insights advocate for targeted enhancements in academic writing curricula for TAWEs, aiming to bridge gaps and equip these writers with the skills needed to succeed in international academic forums. By addressing these discrepancies, educational institutions can better support TAWEs in achieving a higher standard of scholarly communication, ensuring their contributions are effectively articulated and received on par with their native English-speaking counterparts.