Abstract
The objectives of this paper are to identify the metadiscourse devices used by English learners at the different levels of language acquisition established by the Common European Framework of Reference and to categorise them to facilitate the assessment and learning of textual and interpersonal devices. First, a learner corpus of essays written by English learners was compiled. Then, the metadiscourse devices were classified in different levels and categories. The results showed the lists and frequencies of metadiscourse devices. The examples aim to make additional and explicit connections between levels of language proficiency and assessment of metadiscourse devices. It can be stated, as a conclusion, that metadiscourse devices portray specific ways of argumentation in essay writing in different levels of EFL proficiency.
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