Abstract
This study explored the utilization of hedges and boosters in the essays written by AB-English and BS-Information Technology students. Specifically, it aimed to identify significant differences in the frequency of these linguistic features when analyzed against variables such as respondents’ gender and major field of specialization. Through a detailed examination of the essays written by the respondents, the study revealed that female students tend to employ hedges more frequently than their male counterparts. It was also observed that both male and female students make use of boosters in their writing. The overall frequency of hedges and boosters was found to be relatively consistent across both groups, irrespective of gender. These findings underscore the importance for English educators to actively engage students in understanding the strategic use of hedges and boosters. By highlighting their role in crafting nuanced and effective academic essays, teachers can enhance students’ awareness and ability to utilize these linguistic tools to strengthen their academic writing.
Published Version
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