So What Do We Have Here? An Engineering Lecturer’s Metadiscursive Use of Rhetorical Questions in L1 and English-Medium Instruction
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Raising teachers' awareness of the cognitive and communicative benefits of metadiscourse can enhance teaching effectiveness.
“Raising teachers' awareness of the cognitive and communicative benefits of metadiscourse can enhance teaching effectiveness (Khan and Aguilar-Pérez 2023).”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Khan and Aguilar-Pérez 2023
Teachers' use of metadiscourse is intrinsically linked to their broader pedagogical intentions.
“reaffirming Khan and Aguilar-Pérez's (2023) view that teachers' use of metadiscourse is intrinsically linked to their broader pedagogical intentions.”
From Metadiscourse and Teacher Moves for Supporting Student Reasoning in Linguistics Classroom Interactions (2026) · cites this paper as Khan and Aguilar-Pérez's (2023)
Cites
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective
Doiz, A., & Lasagabaster, D. (2022) · System · doi:10.1016/j.system.2022.102730 · Cited by 44 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Li, J., & Hu, W. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.12793 · Cited by 2 · see citing works
- Authors
- Khan, S., & Aguilar-Pérez, M.
- Affiliations
- Universitat de Vic - Universitat Central de Catalunya (ES)
- Universitat Politècnica de Catalunya (ES)
- Corresponding author
- Khan, Sarah
- Venue
- New Trends on Metadiscourse
- Publisher
- Springer International Publishing
- Published
- 2023
- Pages
- 11-37
- OpenAlex
- W4390075329
- Cited by
- 1
- References
- 1
- Citations by year
- 2025: 1
- FWCI
- 8.52
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- Locations
- Springer eBooks (publishedVersion)
- RIUVic (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- rhetorical questions, metadiscourse, English-medium instruction, Catalan, topic shift, cognitive complexity, student engagement, discourse structure
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
