This study investigates the use of interactive meta-discourse markers in the abstracts of English-language scholarly research articles, with a comparative analysis between native Iraqi writers (NIW) and native English writers (NEW). The research encompasses a corpus of 300 research article abstracts from a diverse range of international journals. The meta-discourse markers are examined according to Hyland and Tse's (2004) taxonomy, and discrepancies are analyzed using the chi-square test.The findings reveal significant differences in the use of interactive meta-discourse markers between NIW and NEW. Specifically, NIW are more inclined to use boosters and frame markers, while NEW frequently employ hedges, code glosses, and self-mentions. These variations highlight the influence of linguistic and cultural backgrounds on academic writing practices. The study offers recommendations for academic writers, particularly non-native English speakers, to enhance adherence to the conventions of academic writing in research article abstracts. By understanding the distinct meta-discourse strategies employed by NIW and NEW, writers can better navigate the nuances of scholarly communication in English.
