character strengths in second language teacher education: its interplay with reflective teaching

The main thrust of this study was to make a comparative study between the academic papers written byenglish native speakers and the ones written by iranian efl speakers. to this end, a corpus of paperswas gathered from different journals and websites. out of the gathered papers, the ones which wereappropriate for the purpose of the study were selected as the sample, i.e., 40 papers (20 ones werewritten by english native speakers and 20 ones by iranian efl speakers). to this end, hyland’s (2004)identity categorization was selected and adopted as the model of analysis which considers types ofstance for representing identity, namely, hedges, boosters, attitude markers, engagement and self-mention. the gathered data was tabulated and put into spss 22 which was analyzed using chi-squaretest in order to determine whether there are any significant differences between the two groups of papersin deploying different types of identity markers. the results of the chi-square test indicated to thesignificant differences between the two groups of papers in deploying authorial identities through self-mentions markers, attitude markers and engagement markers; however, the utilization of hedges andboosters as two other representation of identity markers were similar between the two groups of papers.it is worth mentioning that the native speakers tended to heavily utilize self-mention as a representationof authorial identity in their academic papers; whereas, the iranians’ tendency was toward using attitudemarkers.