The use of modals as hedges and boosters in academic articles

Abstract

This study is a meaning-based analysis of Modals used as Hedges and Boosters in Engineering and Education academic articles based on the Columbia School framework. The study aims to identify the distribution and the use of modals as hedges and boosters in academic articles from two different academic disciplines: Engineering and Education. The data gathered from 30 Engineering and 30 Education academic articles published in 2019 and 2020 were analysed quantitatively. The results show that Modal hedges are prevalent in both Engineering and Education academic articles as the distribution of modals as hedges preceded the use of modals as boosters. Moreover, the study's statistical analysis indicates that there was no statistically significant difference in the use of modals as hedges and boosters between Engineering and Education academic articles; however, some differences exist. The differences in this study suggest greater use of Modal Hedges in Education rather than in Engineering academic articles. Meanwhile, the deployment of Modals Boosters in Engineering academic articles was higher than Education academic articles. Therefore, the study results conveyed that using modals in written discourse effectively establishes a writer-reader relationship since the language structure is constructed according to the communication need. Withal, the present study would assist the language educators in precisely use modals and assist language users to understand the function of modals as hedges and boosters in written discourse.