DefinePK

Abstract

This study explores how metadiscourse markers are used in the introduction chapters of undergraduate theses from the Department of English at the University of Malakand. A mixed-method approach that combines both quantitative and qualitative analysis is applied. Hyland’s (2010) model of metadiscourse markers is used as a theoretical framework in the corpus-informed study. The findings indicate that students depend more on interactive markers (56.73%), specifically transitions (21.34%) and frame markers (13.59%), which makes their writing clearer and more organized. On the other hand, interactional markers (43.27%) such as hedges (10.25%) and boosters (5.6%) appear less frequently, indicating a careful and neutral academic style. The study also indicates some areas which needs improvement : including the low use of code glosses (7.15%) and endophoric markers (5.48%)—which blurs clarity and coherence—along with limited use of self-mentions (7.87%) and engagement markers (7.15%), which reduces reader interaction. These findings suggest that students would benefit from better guidance on balancing structural clarity with a more engaging and reader-friendly writing style.By analyzing this corpus of fifteen theses, the research underscores the importance of metadiscourse awareness in academic writing and offers valuable suggestions for improving writing instruction.