Frame markers in Qatari university students’ Arabic and English argumentative writing: a corpus-based study of metadiscourse and metalinguistic understanding

Abstract

This study examines how university students utilise and comprehend frame markers as interactive metadiscourse features in argumentative writing across L1 Arabic and L2 English. Drawing on Hyland’s model of metadiscourse, we analysed 390 paired essays from the Qatari Corpus of Argumentative Writing (QCAW). The results reveal clear cross-linguistic differences in the use of frame markers: while sequencing markers are used with comparable frequency in both languages, Arabic texts feature a greater use of explicit frame markers for structuring, signalling goals, and shifting topics. This suggests that L1 Arabic writing relies more on overt rhetorical guidance, whereas L2 English writing adopts subtler, more implicit organisational strategies. These findings have important pedagogical implications, underscoring the need for tailored writing instruction that addresses language-specific rhetorical preferences. Recognising these cross-linguistic differences can help educators develop more effective approaches to teaching academic writing and support bilingual students in transferring rhetorical skills across languages.