This study aimed to investigate the use of metadiscourse markers in the abstract sections ofmaster’s theses written by Iranian TEFL students. To this end, 30 master’s theses abstracts in the field of TEFL at University of Mazandaran were selected by convenience sampling. To analyze the data, the interactive and interactional metadiscourse markers were identified according to Hyland’s (2004) model of metadiscourse. Then, the whole corpora were read word by word carefullyto report on the types and frequency of metadiscourse markers use. Next, the data were collected through conducting interviews with 16 master’s students on their purposes and distributions of metadiscourse in master’s theses abstracts. The findings showed that transitions, code glosses and hedges were more frequently used. In other words, although students made their abstracts coherent through using interactive metadiscourse markers widely, they offered a slight representation of themselves with interactional metadiscourse markers. It was also revealed how master’s students used metadiscourse markers to offer a self-reflection in their disciplinary communityregarding the fact thatteaching thesis abstract writing was not much focused in EAP courses. Pedagogical implicationswereproviding for teaching EAP courses.
