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20211023T1630 20211023T1700 Asia/Ho_Chi_Minh EFL Students’ Use and Perception of Hedging Language in Argumentative Essays

The use of hedges in academic writing, especially in EFL students' argumentative writing remains relatively understudied in Vietnam. Therefore, this study was conducted to explore EFL learners' hedging behaviors and the occurrence of hedges in EAP writing courses. In particular, the research aimed to discover the frequency of hedging tokens in general and the types of hedges in the corpus of EFL students' argumentative essays at a tertiary institution in Central Vietnam. Moreover, this research investigated EFL students' perceptions of hedges and the representation of hedging elements in academic writing courses. To achieve these aims, thirty EFL students' argumentative essays were examined, five semi-structured interviews were conducted and analyzed thematically, and the textbook was manually scanned. Investigations into the corpus revealed the high frequency of hedges in the corpus, and the diverse distribution of various hedging categories. Textbook analysis implied that hedges were included with several functions. Responses from the interviews indicated EFL students' positive attitudes towards hedging language and the teaching practice in academic writing courses involving hedges. The results of this study offered pedagogical implications on the teaching and learning of academic writing.

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The use of hedges in academic writing, especially in EFL students' argumentative writing remains relatively understudied in Vietnam. Therefore, this study was conducted to explore EFL learners' hedging behaviors and the occurrence of hedges in EAP writing courses. In particular, the research aimed to discover the frequency of hedging tokens in general and the types of hedges in the corpus of EFL students' argumentative essays at a tertiary institution in Central Vietnam. Moreover, this research investigated EFL students' perceptions of hedges and the representation of hedging elements in academic writing courses. To achieve these aims, thirty EFL students' argumentative essays were examined, five semi-structured interviews were conducted and analyzed thematically, and the textbook was manually scanned. Investigations into the corpus revealed the high frequency of hedges in the corpus, and the diverse distribution of various hedging categories. Textbook analysis implied that hedges were included with several functions. Responses from the interviews indicated EFL students' positive attitudes towards hedging language and the teaching practice in academic writing courses involving hedges. The results of this study offered pedagogical implications on the teaching and learning of academic writing.

Student
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University of Foreign Languages, Hue University
Mrs. Hai Hoang
Lecturer
,
University of Languages and International Studies, VNU Hanoi
Teacher
,
University of People's Security
Dr. A Huong Nguyen
Teacher
,
Convention Manager - VietTESOL Association Hanoi University of Industry
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