While metadiscourse use has been well-attended in second language (L2) writing research, relatively less effort has been made in documenting changing patterns of metadiscourse use among L2 writers. The present study addressed this gap by probing a diachronic change of interactive metadiscourse in research articles published in English Teaching across a span of 40 years. Using the corpus of 931 articles written by Korean L2 writers, we examined whether, and to what extent, interactive metadiscourse use in academic writing had changed over time. Our findings revealed an overall increase in the frequency of interactive resources mainly driven by a significant increase of evidentials. The observed pattern of change in interactives suggests that academic discourse within the applied linguistics community in Korea is becoming more persuasive and reader-oriented over time, consistent with Hyland and Jiang (2018) who reported a dramatic rise in interactive metadiscourse in the global discourse community of applied linguistics.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Interactive Metadiscourse in Academic Discourse
    2.2. Interactive Metadiscourse in L2 Academic Writing
3. DATA AND ANALYSIS
4. RESULTS
    4.1. Diachronic Change in the Use of Interactive Metadiscourse (RQ1)
    4.2. Comparison of Interactive Metadiscourse Between the EnglishTeaching Corpus and the Hyland and Jiang (2018) Corpus (RQ2)
5. DISCUSSIONS AND CONCLUSIONS

• Sinae Lee(Professor, Department of English, Texas A&M University-Corpus Christi)
• Hae In Park(Professor, Applied English Linguistics and Translation Studies, Kyung Hee University) Corresponding Author