Abstract:

This research aims to analyze interpersonal metadiscourse in English language learning videos published on YouTube. The samples were 30 video scripts produced by native English speakers, including American, British, Canadian, and Australian. The framework was based on an interpersonal metadiscourse model by Hyland (2005) to describe their categories and functions. The data collection procedures employed an approach of Computer-Mediated Discourse Analysis (CMDA) suggested by Herring (2004). The steps included developing research questions, selecting data samples, defining framework concepts, applying analysis methods, and interpreting data. The results showed a greater number of interactional metadiscourse markers than interactive, indicating that the speaker prioritized engaging their audience with the video contents. Despite fewer occurrences, interactive metadiscourse markers played a crucial role in guiding the audience through the video content. The analysis results can provide a guideline for producing useful scripts for English language learning videos.

Keywords: