Abstract
Academic writing is a crucial aspect of undergraduate education, particularly for students in English as Second Language (ESL) contexts. This study investigates the use of interactive resources as discursive strategies in enhancing the academic writing skills of ESL undergraduates in Nigeria. A sample of 100 expository essays was used. The research employs both qualitative and quantitative designs. The qualitative component analyses the types and usages of discursive strategies employed in the selected expository writing, while the quantitative component involves the occurrence of these strategies. The results reveal transitional markers, frame markers, and code glosses were the most frequently used interactive markers in academic writing, while evidential and endophoric markers were used less frequently. These findings underscore the pedagogical significance of incorporating interactive resources into the teaching of academic writing skills for ESL undergraduate students.
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