Metadiscourse and Inferential Reasoning in L2 Argumentative Writing: An Investigation at UiTM

This study investigates the impact of a pedagogical intervention on B2-level L2 students’ use of metadiscourse and inferential reasoning in argumentative writing at UiTM Shah Alam. A comparative qualitative design was employed, analysing 40 essays, comprising 20 pre-test and 20 post-test writings. Hyland’s (2005) metadiscourse framework guided the evaluation of textual and interpersonal devices, while Facione’s (1990) inferential reasoning model assessed students’ ability to query evidence, consider alternatives, and draw justified conclusions. Importantly, findings indicate that the intervention enhanced students’ awareness and use of metadiscourse and critical thinking strategies, supporting a transition from personal and descriptive writing to a more disciplined, reader-conscious style. Particularly, the post-test writings demonstrated increased engagement with readers, systematic reasoning, and adherence to academic conventions, reflecting improved argumentative skills. Pedagogically, the study underscores the importance of an explicit instruction in metadiscourse and inferential reasoning for developing critical thinking and academic writing competence. Incorporating such interventions into L2 curriculum can foster students’ ability to construct coherent, persuasive, and academically aligned arguments, contributing to higher-quality learning outcomes and enhancing overall writing proficiency in higher education contexts.

Argumentative, inferential reasoning, interpersonal, metadiscourse

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