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This study aims to reveal similarities and differences by comparing and analyzing interpersonal metadiscourse markers that appear in the conclusion texts of academic papers in the field of Korean and Chinese language education. For analysis, a list of interpersonal meta-discourse markers was selected by referring to Hyland(2004) and previous studies. In addition, we examined interpersonal metadiscourse markers focusing on hedge markers, booster markers, author attitude markers, and author reference markers that appeared in the conclusions of 30 Korean and 30 Chinese articles. As a result of the analysis, there was a commonality in that the author attitude marker was frequently used in both Korean and Chinese articles, and the use of the booster marker was the least. In addition, in terms of frequency, it was found that hedge marks were the most frequently used in Korean articles, and author reference marks were used the most in Chinese articles. The causes of this pattern could be explored in various factors such as thesis structure, norms of the academic community, way of thinking and cultural influence, and type of research in the two countries. The results of this study emphasized the need to select and use genre characteristics of texts and meta-discourse markers in teaching reading or writing academic texts for Korean language learners, and suggested that an appropriate educational direction needs to be established.
