Stance and engagement markers are two important aspects of academic writing without which producing effective and interactive pieces of writing is nearly impossible. The present study investigates the use of stance and engagementmetadiscourse markers in writings of native and nonnative speakers. To do so, two hundred articles from four qualified journals in the field of TEFL were selected by means of purposive random sampling. Since the main objective of this study was to investigate the differences between writings of Farsi and English native speakers in different sections of articles, two of the selected journals were published in IRAN and the other two were international journals. The selected articles were scrutinized thoroughly for the presence of Stance and Engagement markers using Hyland (2005a) model and Ant Conc. analyzer freeware. The selected items were checked manually as well to assure the functions of the items. After checking the frequency of stance and engagement markers, chi-square tests were run to see whether the results are significant or not. The results of the study showed that both stance and engagement markers are considered important by writers of the articles. Among the stance markers,hedges had the highest frequency in all of the four journals and in all different sections of articles. Attitude markers and personal pronouns were the least frequent markers which can assure that academics consider the genre of academic writing objective, and writers have to be cautious writing in this genre. Farsi native speakers made use of personal pronouns less than their counterparts. The difference between Farsi and English native speakers was not significant, however. The use of personal pronouns was more frequent in the method section of all the journals, which shows that writers present themselves in the method section when they are elaborating on the steps they have taken in their research projects. Among the engagement markers,directive were the mo
