interactional metadiscourse in popular science: a comparative analysis across subgenres and pedagogical implications

The increasing availability of scientific knowledge through digital platforms has transformed how scientific discourse reaches the general public. this study examined the use of interactional metadiscourse markers across four leading popular science subgenres: books, tv documentaries, magazine articles, and newspaper articles. the aim was to investigate the language features of these markers, focusing on how they engage readers and highlight writer presence in different subgenres. a corpus of 987,625 words was analyzed using antconc software (anthony, 2019) and 80,260 instances of interactional markers were identified according to hyland's (2019) interpersonal model of metadiscourse. the study revealed how hedges, boosters, attitude markers, self-mentions, and engagement markers function to create persuasive and accessible content. interestingly, interactional markers appeared most frequently in tv documentaries, suggesting a heightened effort to engage audiences through this medium. chi-square tests revealed significant differences in marker usage across subgenres; however, the small effect sizes (cramér's v) indicated that these differences are of only modest practical significance. these results provided insight into how popular science writers adapt their rhetorical strategies to suit different communicative contexts and audience expectations. the findings also have pedagogical implications. incorporating features of popular science into esp/eap materials, such as authentic texts and structured practice with interactional metadiscourse markers, can make scientific content more engaging and accessible for learners. raising learners' awareness of interactional metadiscourse markers can improve writing skills, especially for novice writers in non-english academic settings, helping them better engage readers and communicate more effectively.