Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Writing is considered one of the essential skills in the English language, alongside speaking, reading, and listening. It is widely acknowledged that writing is a multifaceted and intricate process. Writing plays a crucial role in academic success and is an essential skill that students need to develop. Hence, the study focused on the effectiveness of Hedges and Boosters in the writing skills of the Freshmen Education Students. The study employed a quantitative – quasi-experimental design specifically one- Group Pretest-Posttest Design. In the study, pre-test and post-test assessments were used to determine the level of writing skills of freshmen education students on hedges and boosters. The findings imply that prior to instruction; students had not received sufficient exposure to Meta discourse elements, which are essential for nuanced and persuasive academic writing. The post-test results indicated a substantial improvement in students’ ability to use hedges and boosters following targeted instruction. The statistical analysis comparing pre-test and post-test scores revealed a significant difference in students’ writing performance. The results support the notion that even within a relatively short instructional period, students can acquire complex language strategies when taught systematically and through practical application; and the level of effectiveness of the teaching intervention was determined to be high. Students did not merely memorize the functions of hedges and boosters; rather, they were able to integrate these features meaningfully into their writing. It indicates that the instruction led to internalization and practical application, fostering critical language awareness and empowering students to make strategic linguistic choices. These findings underscore the importance of incorporating academic discourse strategies into writing instruction, particularly for students transitioning to higher education. Overall, the study reinforces the role of Meta discourse instruction in cultivating confident and competent academic writers.
Institution: King's College of the Philippines
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7204523974