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This study aims at investigating metadiscourse markers in academic essays written by male and female students. With the goal in mind, 20 essays written by EFL female students and 20 essays written by EFL male students were chosen. These data were analyzed based on the metadiscourse framework proposed by Hyland (2005) . The findings revealed that both male and female writers employed more interactive markers than interactional markers due to the fact that both genders inserted transition markersdoi:10.24071/ijhs.2017.010110 fatcat:xfhfowx2mva75dxmgzpqk3fbfi