Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters

Persuasive writing is one of the most difficult types of writing encountered by EFL students where they at times need to soften statements through hedges, and at others they need to indicate certainty through boosters. Although hedges and boosters are vital in the persuasive writing, few studies on...

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Main Author:	Alward, Ali Saleh Ali
Format:	Thesis
Language:	eng eng
Published:	2014
Subjects:	PE English
Online Access:	https://etd.uum.edu.my/4486/1/s91158.pdf https://etd.uum.edu.my/4486/2/s91158_abstract.pdf
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id	my-uum-etd.4486
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Chua, Choon Mooi Bidin, Siti Jamilah
topic	PE English
spellingShingle	PE English Alward, Ali Saleh Ali Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
description	Persuasive writing is one of the most difficult types of writing encountered by EFL students where they at times need to soften statements through hedges, and at others they need to indicate certainty through boosters. Although hedges and boosters are vital in the persuasive writing, few studies on EFL writing have examined these two discourse markers in the persuasive texts of EFL students. Existing studies on these discourse markers have largely examined scientific texts written mostly in the Western context. Therefore, this study aimed to investigate hedges and boosters in the persuasive texts written by 120 Yemeni EFL students. Each student wrote a persuasive essay and a job application letter in English and in Arabic. This produced a total of 480 scripts. For the experimental part of the study, forty participants from the sample were divided equally into the experimental group and control group. The participants of the experimental group were taught hedges and boosters through the genre approach. Data were analyzed both quantitatively and qualitatively. The findings reveal that Yemeni EFL students tend to use hedges and boosters largely associated with spoken features. The findings also show that the students tend to use more hedges in their EFL than in their L1 persuasive essays due to lack of vocabulary. In contrast, boosters appear to be almost similar in their L1 and EFL persuasive essays while they appear to be used more in their L1 job application letters. The findings of the experiment indicate positive impact of teaching hedges and boosters through the genre approach. Overall, the findings of the study provide further insights on the use of hedges and boosters in the EFL writing context. Specifically, they provide valuable input to both instructors and curriculum designers on the use of hedges and boosters in EFL persuasive texts.
format	Thesis
qualification_name	Ph.D.
qualification_level	Doctorate
author	Alward, Ali Saleh Ali
author_facet	Alward, Ali Saleh Ali
author_sort	Alward, Ali Saleh Ali
title	Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
title_short	Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
title_full	Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
title_fullStr	Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
title_full_unstemmed	Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters
title_sort	hedges and boosters in the english as a foreign language undergraduate persuasive essays and job application letters
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2014
url	https://etd.uum.edu.my/4486/1/s91158.pdf https://etd.uum.edu.my/4486/2/s91158_abstract.pdf
_version_	1776103648213860352
spelling	my-uum-etd.44862023-04-02T00:41:39Z Hedges and boosters in the English as a foreign language undergraduate persuasive essays and job application letters 2014 Alward, Ali Saleh Ali Chua, Choon Mooi Bidin, Siti Jamilah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts and Sciences PE English Persuasive writing is one of the most difficult types of writing encountered by EFL students where they at times need to soften statements through hedges, and at others they need to indicate certainty through boosters. Although hedges and boosters are vital in the persuasive writing, few studies on EFL writing have examined these two discourse markers in the persuasive texts of EFL students. Existing studies on these discourse markers have largely examined scientific texts written mostly in the Western context. Therefore, this study aimed to investigate hedges and boosters in the persuasive texts written by 120 Yemeni EFL students. Each student wrote a persuasive essay and a job application letter in English and in Arabic. This produced a total of 480 scripts. For the experimental part of the study, forty participants from the sample were divided equally into the experimental group and control group. The participants of the experimental group were taught hedges and boosters through the genre approach. Data were analyzed both quantitatively and qualitatively. The findings reveal that Yemeni EFL students tend to use hedges and boosters largely associated with spoken features. The findings also show that the students tend to use more hedges in their EFL than in their L1 persuasive essays due to lack of vocabulary. In contrast, boosters appear to be almost similar in their L1 and EFL persuasive essays while they appear to be used more in their L1 job application letters. The findings of the experiment indicate positive impact of teaching hedges and boosters through the genre approach. Overall, the findings of the study provide further insights on the use of hedges and boosters in the EFL writing context. Specifically, they provide valuable input to both instructors and curriculum designers on the use of hedges and boosters in EFL persuasive texts. 2014 Thesis https://etd.uum.edu.my/4486/ https://etd.uum.edu.my/4486/1/s91158.pdf text eng public https://etd.uum.edu.my/4486/2/s91158_abstract.pdf text eng public Ph.D. doctoral Universiti Utara Malaysia Abbas, Z. (2009). The Effects of Teaching Genre Moves on EFL Learners’ Performance in Letter Writing. Special Issue, English Winter, 49, 43-64. Aijmer, K. (1997). I think-An English modal particle. In: Swan, T and Westvik, OJ (Ed.), Modality in Germanic Languages: Historical and Comparative Perspectives (pp. 1-47). Berlin, Germany: Mouton de Gruyter. Al-Ali, M. (2006a). Genre-Pragmatic Strategies in English Letter-of-Application Writing of Jordanian Arabic–English Bilinguals. 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