Edutubers Teachers: comparative analysis of discursive interaction
Profesoras edutubers. Análisis comparativo de la interacción discursiva
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nº 41, pp. 307-326
| 307
July-December of 2025
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Anzola-Gómez, J. and Rivera-Rogel, D. (2025). Edutubers Teachers: comparative analysis of discursive interaction.
Doxa Comunicación
, 41,
pp. 307-326.
https://doi.org/10.31921/doxacom.n41a2174
John Anzola-Gómez.
Undergraduate and postgraduate teacher with interests in communication, 21st century skills
development, pedagogy and TIC, and educational change. PhD in Communication, Master in Educational Technology
and Innovative Media for Education; Bachelor in Spanish and Classical Philology. With experience in the development
of educational projects, design and implementation of educational media, and design of virtual courses. Interested in
disruptive pedagogy, digital pedagogy, educommunication, challenge-based learning, product-based learning, and
project-based learning. I use video and audio as a digital tool for learning.
Universidad Técnica Particular de Loja
[email protected]
ORCID:
0000-0001-8299-7307
Diana Rivera-Rogel.
Professor at the Universidad Técnica Particular de Loja (UTPL), Ecuador. PhD in Communication
and Journalism and BA in Social Communication. Director of the Socio-humanistic Area of the UTPL, coordinator of
the Ecuadorian national chapter of the Euro-American Inter-University Network of Research on Media Competences
for Citizenship (ALFAMED), which integrates researchers from 18 Latin American countries and coordinator of
the Communication Network (REDU). Her publications and research focus on social networks, education and
educommunication. She has directed and participated in research projects with national and international funding,
framed within the research lines of digital journalism and media and digital literacy.
Universidad Técnica Particular de Loja, Ecuador
[email protected]
ORCID:
0000-0001-8476-3635
is content is published under Creative Commons Attribution Non-Commercial License. International License CC BY-NC 4.0
Received: 13/12/2023 - Accepted: 10/07/2024 - Early access: 09/09/2024 - Published: 01/07/2025
Recibido: 13/12/2023 - Aceptado: 10/07/2024 - En edición: 09/09/2024 - Publicado: 01/07/2025
Abstract:
In social networks and the research eld, women’s presence,
production, and impact seem minimal. Seeking to make visible the
important task carried out by female teachers edutubers and with the
concern about the discursive interaction they generate, we compare the
position and commitment of two educational YouTube channels: Susi
Profe and La Profe Mónica. e identication of discursive interaction
was carried out through metadiscourse following the interpersonal
model. e data were collected following a qualitative content analysis
and the level of signicance was validated using a quantitative test.
Resumen:
En las redes sociales y en el campo investigativo pareciera que la pre
-
sencia, producción, e impacto de las mujeres es mínimo. Buscando
visibilizar la importante tarea que llevan a cabo las profesoras edutu
-
bers, y con la inquietud sobre la interacción discursiva que generan, se
compara la postura y el compromiso de dos canales de YouTube edu
-
cativos: Susi Profe y La Profe Mónica. La identicación de la interac
-
ción discursiva se llevó a cabo mediante el metadiscurso siguiendo el
modelo interpersonal. Los datos se recabaron siguiendo un análisis de
contenido cualitativo y mediante una prueba cuantitativa se validó
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e results show that there are signicant quantitative dierences
between the two edutubers in terms of discursive interaction. is
research is part of a line of analysis, from educommunication, on
how the processes of interaction, participation, and encounter are
produced through language. e conclusions visualize the important
role of edutubers and also raise possibilities for improvement in the
way communication is carried out in education, being this aspect of
important relevance when designing educational content with a clear
pedagogical intention.
Keywords:
Teacher, edutubers, YouTube, metadiscourse, pedagogy,
communication.
el nivel de signicancia. Los resultados muestran que hay diferencias
cuantitativas signicativas entre las dos edutubers en lo que tiene que
ver con la interacción discursiva. Esta investigación hace parte de una
línea de análisis, desde la educomunicación, sobre la manera en que
se producen los procesos de interacción, participación, y encuentro por
medio del lenguaje. Las conclusiones visualizan el importante papel de
las edutubers y también plantean posibilidades de mejora en la manera
en que se realiza la comunicación en la educación, siendo este aspecto
de importante relevancia a la hora de diseñar contenido educativo con
una clara intención pedagógica.
Palabras clave:
Profesoras, edutubers, YouTube, Metadiscurso, comunicación,
pedagogía.
1. Introduction
New digital environments have led to the production and dissemination of educational resources that involve communicative
acts. One such resource is the use of video and YouTube as educational tools. e concept of the edutuber has gained
prominence in research (Cordoba et al., 2021; Pasquel-López & Valerio-Ureña, 2022; Pattier, 2022; Secilla-Garrido & Hernando,
2022). e signicance of edutubers lies in their use of audiovisual languages (Yánez & Moreano, 2021), the development of
a unique style for social media (Coates et al., 2018), and their role as educational referents for many web users. Learning on
YouTube, with YouTube, and through YouTube has become a dening feature of the contemporary world.
ese educational resources create phenomena that must be studied to understand, critique, and enhance them. One of the
research factors is the discursive interaction that an edutuber can generate through their discourse about their audience. Every
communicative act is an educational act, and it is impossible to conceive of education without considering communication
(Kaplún, 2002). erefore, examining the communicative acts of edutubers, particularly discursive interaction, allows us to
understand the particularities of these communicative products that aim to teach using the media communicative frameworks
of the 21st century (Scolari, 2022).
Educommunication emerges as an epistemological framework that provides an analytical and critical perspective on
educational and communicative acts (Freire, 1970; Giroux, 2019). e strand of education focused on improving the teaching-
learning process intersects with the strand of communication centered on horizontal dialogic communicative acts (Barbas,
2012). e convergence of education and communication creates a world of possibilities centered on both the learner and
the educator, within a democratic encounter, and in the collective construction of knowledge for mutual transformation
(Barbas, 2019; Freire, 1970). Within this framework, analyzing dialogic action, participation, interaction, and encounters is
both possible and necessary.
is research aims to contribute further information that provides a comprehensive view of discursive interaction and the
dialogic factor in edutuber audiovisual productions. Specically, it seeks to identify the nature of discursive interaction present
in the discourse of two female edutuber educators and to determine if there are statistically signicant dierences.
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2. Literature Review
e impact of YouTube as a social network is supported by market studies and social network analyses. IAB Spain (2023) reports
that YouTube is the fourth most recognized social network after Facebook, WhatsApp, and Instagram, with a recognition rate of
92% among individuals aged 18 to 24. According to this study, users rate WhatsApp and YouTube most favorably, spending an
average of 1 hour and 16 minutes daily on these platforms. Data Reportal (2023) further indicates that YouTube is the second
social network with the highest number of active users, at 2.514 billion, following Facebook.
Using YouTube for learning has become a common practice in today’s digital environment. Colás-Bravo and Quintero-
Rodríguez (2023) highlight the surge in scientic research on YouTube; in a previous study, the authors had already emphasized
YouTube’s relevance in informal learning (Colás-Bravo & Quintero-Rodríguez, 2022). ese ndings align with the perspectives
of González-Sanmamed et al. (2019, 2022) regarding learning ecosystems and lifelong learning.
e development of YouTube as a social network linked to the teaching-learning process has spurred various research
lines: descriptions of edutubers and their specic characteristics (Pasquel-López & Valerio-Ureña, 2022), success factors
for edutubers (Pattier, 2022), comparative studies among edutubers (Córdova-Tapia et al., 2022), and, more recently, the
discursive interaction and dialogue achieved by these content creators with their audiences (Anzola-Gomez & Rivera-Rogel,
2023). Generally, edutubers are educators who view video production and publication as a useful tool for their students.
However, those who have achieved signicant recognition from the platform and the general public are predominantly male
edutubers (Pattier, 2021).
Previous publications related to edutubers have revealed a pronounced tendency towards the representation of male edutubers,
contributing to a signicant gender gap in the research on the educommunicative phenomenon. is disparity has led to the
underrepresentation and lack of recognition of female edutubers, despite their substantial impact on educational processes.
Consequently, this study has two primary objectives: rst, to conduct a comparative analysis of the discursive interaction
between two female edutuber educators; and second, to highlight, within the research domain, the crucial role played by
female edutubers, aiming to illuminate their valuable contributions in this eld.
Studies of discursive interaction fall within applied linguistics and metadiscourse. e analysis seeks to identify, using
discursive markers, how the speaker –in this case, the edutubers– creates a dialogic environment with their audience through
the discourse expressed in their audiovisual productions. e analytical model applied in this research follows the guidelines
proposed by Hyland (2005), Hyland and Jiang (2016), and Hyland et al. (2022).
Communication involves achieving interaction between individuals, and in audiovisual productions, language becomes a
fundamental interpersonal resource for connection (Halliday, 1979; Kent & Lane, 2017). While informing may be centered
on the act of sharing information with a predetermined purpose, communicating also requires considering the other –the
audience– to generate a learning environment through interaction, which is often silent but active (Kaplún, 1985).
Hyland’s (2005) proposed model focuses on two main factors: stance and engagement. In stance, the speaker uses language to
clarify their position within the message, building trust and expressing emotions. In discourse, stance is manifested through
four linguistic markers: coverage markers, where the speaker indicates the extent of their voice in the discourse, allowing
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audience participation; reinforcement markers, where the speaker arms points, they take for granted; attitude markers,
where the speaker expresses their emotions towards the message; and self-mention markers, where the speaker shows their
presence within the discourse.
Engagement is “the other side of the coin” (Hyland, 2005, p. 176) and complements stance. In engagement, the speaker uses
language to acknowledge the audience’s presence in the discourse, establishing a direct dialogue and interaction. According
to Álvarez and Romero (2022), this is referred to as dialogicity. In discourse, engagement is visible through ve linguistic
markers: mention markers, where the speaker directly refers to the audience; personal contribution markers, where the
speaker makes comments that engage the audience; question markers, where the speaker poses questions for the audience to
answer; directive markers, where the audience receives a direct instruction to perform a specic action; and shared knowledge
markers, where expressions establish shared understanding between the speaker and the audience.
e analytical model used in this research has been employed by other researchers to identify and analyze discursive
interaction in various genres: academic book reviews (Zou & Hyland, 2022), 3MT presentations (Qiu & Jiang, 2021), academic
blogs (Zou & Hyland, 2020), and articles in academic journals (Hyland & Jiang, 2022).
3. Method
is research employs a mixed-methods approach. On one hand, a qualitative content analysis was conducted, which was
subsequently validated through a statistical test. e two channels selected for this study focus on teaching educational
content –one on mathematics and the other on the Spanish language. Both channels are hosted on the YouTube social network
and are produced by female edutubers. e hypothesis of this study posits that there are statistically signicant dierences in
the discursive interaction produced by the two edutubers in their discursive content.
Two research questions are proposed in this study: (1) What is the nature of the discursive interaction, stance, and engagement,
present in the content of the channels Susi Profe and La Profe Mónica? and (2) Are there signicant dierences in the discursive
interaction between the two mentioned YouTube channels? To address the rst question, a qualitative content analysis was
performed to identify the discursive interaction (Hyland, 2005; Hyland & Jiang, 2022; Sánchez-Jiménez, 2022). To answer the
second question, a Chi-square test was applied to validate the hypothesis (Hernández et al., 2014).
4. Corpus
e corpus for analysis consisted of two YouTube channels aimed at teaching mathematics and the Spanish language. e
channels were identied through manual search and selection, based on the following inclusion criteria: personal channel,
educational purpose, produced by a female edutuber, with the highest number of subscribers, in Spanish.
e search led to the identication of the educational channel Susi Profe (
https://www.youtube.com/@SusiProfe
), created
by María Jesús Villanueva in Spain, dedicated to teaching mathematics. e second channel identied was La Profe Mónica
(https://www.youtube.com/@LAPROFEMONICA
), created by Mónica Higuera Rueda in Colombia, dedicated to teaching the
Spanish language.
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Table 1 presents the data for the selected channels. ese data were obtained on November 2, 2023, using YouTube Data Tools
(Rieder, 2015).
Table 1. Corpus Characteristics
Channel
Creation DateVideos Published
SubscribersViews
Susi profe14 Jan. 2017
6931390000175661643
La profe Mónica30 Mar. 2016
75932000027903686
Source: prepared by the author
To develop the study, a sample of 10 videos from each channel was selected based on the number of views, with a duration
ranging from 5 to 20 minutes. e sample from the Susi Profe channel is presented in Table 2, and the data for the sample from
the La Profe Mónica channel are presented in Table 3.
Table 2. Characteristics of the Susi Profe Sample
Video Title
ViewsLikesComments
Total Words
SUMA y RESTA de POLINOMIOS. Operaciones con Polinomios
430657710994170721029
Ecuaciones de SEGUNDO GRADO COMPLETAS. Fórmula
General - Bhaskara
3313039681244626659
SUMA y RESTA de FRACCIONES. Operaciones con fracciones
27042255285330071743
ECUACIONES de PRIMER GRADO. Básicas
26557847240201650
MULTIPLICACIÓN de POLINOMIOS. Operaciones con
Polinomios
25902105867127451116
Funciones CUADRÁTICAS Vértice. Puntos de Corte con los
ejes y Representación
25562255922724212141
Hallar el DOMINIO de una FUNCIÓN.
Funciones23442365010012182155
FACTORIZACIÓN de Polinomios. Operaciones con Polinomios
2328251434902331957
Ecuaciones de SEGUNDO GRADO INCOMPLETAS PURAS. Sin
Fórmula
2255100520112546557
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Resolver SISTEMAS 2x2. Método SUSTITUCIÓN
2086908513811944696
Total271405556182002791012703
Source: prepared by the author
Table 3. Characteristics of the La Profe Mónica Sample
Video Title
ViewsLikesComments
Total Words
TOP 10 TREMENDOS ERRORES QUE COMETES AL HABLAR
ESPAÑOL
20208138261248151136
CÓMO HACER UN ENSAYO EN 3 PASOS ¡más fácil que nunca!
edutuber
1287606409151121839
POR QUÉ NO SE PUEDE DECIR “HUBIERON” Cómo se conjuga
el verbo haber /
Edutuber
/
9590492912321401411
TRUCO PARA PONER TILDES con la técnica SEGA - LA TILDE -
EL ACENTO
9548804245022051497
USOS DE LA COMA / SIGNOS DE PUNTUACIÓN -
edutuber
7848593894315141512
EL DIPTONGO Y EL HIATO / VOCALES ABIERTAS Y CERRADAS
edutuber
53833713844756694
¡NO DIGA VINIMOS! ¿O sí? Conjugación COMPLETA del verbo
VENIR
511963136379752038
ORTOGRAFÍA DE LOS DIMINUTIVOS CITO-CITA SITO-SITA
48485813911740468
DIFERENCIA ENTRE POR QUÉ - ¿POR QUÉ? - PORQUE -
PORQUÉ - POR QUE -
edutuber
37220015503838849
CÓMO REDACTAR UN OBJETIVO ¡FÁCIL Y RÁPIDO!
32392211684512926
Total82384873026221561611370
Source: prepared by the author
Each video in the sample was observed. Transcriptions of each video were downloaded using the tool
downsub.com
, and
then underwent a review process involving punctuation adjustments, editing corrections, and removal of page breaks for
subsequent analysis.
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4.1. Analytical Model
To address the rst research question, textual markers of discursive interaction were identied using the model proposed by
Hyland (2005) and validated in similar studies (Anzola-Gomez & Rivera-Rogel, 2023; Qiu & Jiang, 2021; Zou & Hyland, 2020).
A qualitative content analysis was performed to identify discursive interaction. e results were normalized to 1,000 words.
After obtaining the data from each corpus sample, a Chi-square test was applied, with 0.05 set as the signicance level.
5. Analytical Procedure
Textual markers of stance and engagement were identied following two distinct procedures. First, each video in the sample was
viewed, and textual markers were identied manually using QDA Miner Lite software. Subsequently, a second identication of
markers was conducted using AntConc (Laurence, 2022). is procedure ensured the verication and validation of the number
of markers identied. e results were tabulated in Excel, and the Chi-square test was then applied using SPSS software. is
process allowed for the verication of the presence of textual markers in a statistically signicant manner.
6. Results
e results obtained from the analysis of the sample are presented below. e data on discursive interaction markers and the
corresponding Chi-square test are provided to answer the research questions posed in this study.
6.1. Discursive Interaction: Stance in the Channels Susi Profe and La Profe Mónica
Within the framework of Hyland’s (2005) metadiscourse analysis, stance markers are words or phrases used by the speaker to
establish their voice in the discourse. Following the content analysis, 696 stance markers were found in the sample from Susi
Profe, and 497 stance markers were found in the sample from La Profe Mónica. e results, normalized to 1,000 words, are
54.79 and 43.71, respectively. ese data are detailed in Table 4.
Table 4. Frequency and Percentage of Stance Markers for Susi Profe and La Profe Mónica
Susi ProfeLa profe Mónica
MarkersFrequency%
per 1000 words
Frequency%
per 1000 words
Hedges284.0%2.20265.2%2.29
Boosters16323.4%12.8321643.5%19.00
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Attitude markers
71.0%0.55132.6%1.14
Self-mentions49871.6%39.2024248.7%21.28
Total696100%54.79497100%43.71
Source: prepared by the author
e results reveal that Susi Profe uses a higher number of stance markers compared to La Profe Mónica (54.79 > 43.71). e
most frequently used markers by Susi Profe are self-mentions, with 39.20 per 1,000 words. Common self-mentions include the
use of the rst-person pronoun: “Yo voy a resolver haciendo la fórmula” (V7), “Pero yo creo, para mí esto ha sido suciente”
(V6).
Next are the boosters, with 12.83 per 1,000 words. e corpus includes armations such as “siempre que tengamos” (V7),
“siempre se le denomina” (V6), “tenemos que poner” (V2), “tenemos que saber” (V6). Coverage markers have a frequency
of 2.20 per 1,000 words. e corpus contains expressions that open a discursive space for the audience to contribute: “puede
ser …” (V4, V7, V4). e least frequently used stance marker is the attitude markers, with 0.55 per 1,000 words, focused on
apologizing for mistakes.
For La Profe Mónica, the most frequently used stance markers are self-mentions, with 21.28 per 1,000 words. e use of the
pronoun “yo” is prominent in the corpus: “yo les voy a enseñar” (V4), “fíjense que yo digo” (V7). Boosters follow, with 19.00
per 1,000 words. e corpus repeatedly uses the adverb “muy” as the most common marker: “muy, muy importante” (V2).
Coverage markers have a frequency of 2.29 per 1,000 words. “Un poco …” is the most frequently used coverage expression (V3,
V4, V7, V9). Finally, attitude markers are at 1.14 per 1,000 words. La Profe Mónica uses nearly twice as many of these markers
as Susi Profe. A frequently used marker in the analyzed sample is congratulating the audience: “Los felicito por dedicarse a ver
este video” (V5).
Figure 1 shows that Susi Profe uses self-mentions with a very high frequency (498 > 242). is indicates that Susi Profe arms
her own voice and presence in the discourse. Regarding boosters, La Profe Mónica uses them more frequently (216 > 163), as
well as attitude markers (13 > 7). e frequency of coverage markers is similar; Susi Profe uses 28 and La Profe Mónica uses 26.
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Figure 1. Frequency of Stance Markers in the Channels Susi Profe and La Profe Mónica
Source: prepared by the author
In both edutubers, the highest percentage of usage is in self-mentions and boosters, highlighting a communicative style
centered on the speaker. According to the collected data, it can be stated that both Susi Profe and La Profe Mónica focus
attention and emphasis on their own voice within the discourse.
Although the speaker’s discourse provides space for audience participation through coverage markers and attitude markers,
these are almost minimally present in the sample. In both channels, the frequency of coverage markers is similar: 2.20 in Susi
Profe and 2.29 in La Profe Mónica per 1,000 words. A dierence is evident in the frequency of attitude markers, with La Profe
Mónica using twice as many –1.14 per 1,000 words– compared to Susi Profe, who uses 0.55 per 1,000 words.
To statistically compare the frequency of stance markers, the Chi-square test was applied. e results can be seen in Table 5.
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Table 5. Chi-Square Results for the Use of Stance Markers between Susi Profe and La Profe Mónica
N ObservedN Expected
ResidualChi-SquareDf
Asymp. Sig
Susi Profe
696596.599.533.1941<.001
La profe Mónica
497596.5-99.5
Total1193
Source: prepared by the author
e statistical data presented in Table 5 indicate a signicant dierence between Susi Profe and La Profe Mónica in the use of
stance markers (X² = 33.194, p = .001 < 0.05). ese results conrm the hypothesis that there is a signicant dierence in the
use of stance markers between the two edutubers.
To compare the frequency of different types of stance markers, the Chi-square test was applied. The results are shown in
Table 6.
Table 6. Chi-Square Results for the Use of Dierent Stance Markers between Susi Profe and La Profe Mónica
N ObservedN Expected
Residual
Chi-
Square
Asymp. Sig
Markers
Susi
Profe
La Profe
Mónica
Susi
Profe
La Profe
Mónica
Susi
Profe
La Profe
Mónica
Hedges282627.0271.0-1.00.74.785
Boosters163216189.5189.5-26.526.57.412.006
Attitude
markers
71310.010.0-3.03.01.800.180
Self-mentions498242370.0370.0128.0-128.088.562<.001
Source: prepared by the author
e values in Table 6 show that the p-values for coverage markers and attitude markers are greater than the signicance level
(0.05). erefore, based on the collected data, it can be stated that there is no signicant dierence between Susi Profe and La
Profe Mónica in the use of these two stance markers.
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Regarding boosters and self-mentions, the p-values are lower than the signicance level (0.05). In this case, based on the
collected and analyzed data, it can be said that there is a signicant dierence between the two edutubers in the use of these
two markers.
6.2. Discursive Interaction: Engagement of Susi Profe and La Profe Mónica
According to Hyland (2005), engagement markers establish how the speaker allows the audience to follow the conversation
and stay connected. In the analysis process, 738 engagement markers were found in the Susi Profe corpus, and 553 engagement
markers were found in the La Profe Mónica corpus. e results normalized to 1000 words represent 58.10 and 48.64, respectively.
e collected data can be seen in Table 7.
Table 7. Frequency and Percentage of Engagement Markers for Susi Profe and La Profe Mónica
Susi ProfeLa profe Mónica
MarkersFrequency%
per 1000 words
Frequency%
per 1000 words
Reader ref
50969.0%40.0745783%40.19
Asides101.4%0.7961%0.53
Questions11515.6%9.05112%0.97
Directives8912.1%7.017614%6.68
Shared knowledge
152.0%1.1831%0.26
Total738100%58.10553100%48.64
Source: prepared by the author
According to the collected data, within the analyzed corpus, Susi Profe uses engagement markers more frequently than La
Profe Mónica (58.10 > 48.64). In the analyzed sample, Susi Profe most frequently uses mention markers, highlighting the use of
the second person conjugation in Spanish, a characteristic of the language in Spain, such as “ya veréis” (V1), “tenéis que saber”
(V8), “tengáis la raíz del número” (V2).
Susi Profe shows a notable dierence in the use of question and directive markers, using 9.05 and 7.01 per 1000 words,
respectively. Regarding directive markers, the expression “tenemos que” followed by an innitive verb is a directive towards
the audience; or the use of imperatives like “imaginaos” (V3, V6), “elegid” (V1, V5).
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Shared knowledge markers were used by Susi Profe with a frequency of 1.18 per 1000 words. e most commonly used
expression refers to the knowledge the audience already possesses, necessary for the topic’s development: “ya sabéis” (V1, V6,
V7, V9), and the expression “como normalmente pensáis” (V1).
e engagement marker with the lowest frequency was the personal asides marker. ese expressions interrupt the normal
ow of the discourse, inserting a segment that establishes a certain connection with the audience: “es como si le cambiamos
el traje” (V3), “un barullo de cosas” (V4).
In the analysis of the La Profe Mónica corpus sample, it was found that the most frequently used marker is the mention marker,
with 40.19 per 1000 words. e sample shows the use of the second person singular and plural pronouns: “usted puede hacer
su propia conclusión” (V2); “ahora ustedes desarrollarán la siguiente tarea” (V6).
e next most frequently used marker is the directive marker, with 6.68 per 1000 words. ese markers aim to prompt the
audience to take some action, many of them cognitive, such as “recuerden que…” (V2, V7, V10), or attention calls with a
colloquial expression: “ojo con el verbo abrir” (V3), “ojo porque a veces los niños” (V7). It is noteworthy that within the direct
markers, La Profe Mónica invites the audience to leave comments, which was not found in Susi Profe’s analyzed sample.
e least frequently used markers in the analyzed La Profe Mónica sample, with less than 1 marker per1000 words, were
question markers with 0.97, personal asides with 0.53, and shared knowledge with 0.26.
Figure 2. Frequency of Engagement Markers in Susi Profe and La Profe Mónica Channels
Source: prepared by the author
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Figure 2 reveals that Susi Profe uses engagement markers more frequently. Notably, there is a higher use of mention markers
(509 > 497), question markers (115 > 11), and shared knowledge markers (15 > 3). e frequency of directive markers is similar
across both channels, while Susi Profe uses almost twice as many personal asides as La Profe Mónica (10 > 6). Based on the
results obtained, it is concluded that Susi Profe achieves greater engagement with her audience, employing question markers,
directive markers, shared knowledge, and personal asides with higher frequency than observed in La Profe Mónica.
To compare the frequency of engagement markers, a Chi-square test was applied. e results are shown in Table 8.
Table 8. Chi-square Test Results for the Use of Engagement Markers Between Susi Profe and La Profe Mónica
N ObservedN Expected
ResidualChi-SquareDf
Asymp. Sig
Susi Profe
738645.592.526.5101<.001
La profe Mónica
553645.5-92.5
Total1291
Source: prepared by the author
According to the statistical test, based on the collected data, it can be stated that there is a signicant dierence between the
two edutubers as the p-value is less than the level of signicance (0.05), (X2= 26.510 p <.001). ese results reject the null
hypothesis and validate that there is a signicant dierence in the use of engagement markers between the two edutubers.
To compare the frequency of each type of engagement marker, a Chi-square test was applied, as shown in Table 9.
Table 9. Chi-square Test Results for the Use of Dierent Engagement Markers Between Susi Profe and La Profe Mónica
N ObservedN Expected
ResidualChi-Square
Asymp. Sig
Markers
Susi Profe
La Profe
Mónica
Susi Profe
La Profe
Mónica
Susi Profe
La Profe
Mónica
Reader ref
509457483.0483.026.0-26.02.799.094
Asides1068.08.02.0-2.01.000.317
Questions1151163.063.052.0-52.085.841<.001
Directives897682.582.56.5-6.51.024.312
Shared knowledge
1539.09.06.0-6.08.000.005
Source: prepared by the author
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After applying the Chi-square statistical test to the collected data, it is observed that, except for the question markers, the
p-value for the other categories is higher than the signicance level (0.05). ese results suggest that, for four of the ve
engagement markers analyzed, no signicant dierences were found between Susi Profe and La Profe Mónica.
However, it is important to highlight that the only exception is the question markers, where the p-value is <0.001. is indicates
that there is a signicant dierence in the use of question markers between the two edutubers. is result highlights a disparity
in the frequency of use of this specic category in the discourse of Susi Profe and La Profe Mónica, in contrast to the other
categories analyzed.
7. Discussion and Conclusions
Human communication materializes through language, constructing and reconstructing reality. In the educational realm,
the interaction between educator and learner is essential for the teaching-learning process to be eective and transformative.
From an edu-communicative perspective, discourse is perceived as a resource to generate participation, encounter, and
interaction among participants.
Since the educator possesses greater knowledge in the area they teach, they must be capable of creating interaction spaces
with students through discourse. Hyland’s (2005) model of discursive interaction is used to understand the use of discursive
markers in generating interaction.
Addressing the rst research question about the nature of discursive interaction, including stance and engagement, in the
channels Susi Profe and La Profe Mónica, it is observed that Susi Profe has 112.89 markers per 1,000 words; 54.79 stance
markers and 58.10 engagement markers per 1,000 words. In contrast, La Profe Mónica has 92.34 markers per 1,000 words; 43.71
stance markers, and 48.63 engagement markers per 1,000 words.
Regarding stance, it is evident that both edutubers focus the discourse on their own voice using self-mentions and boosters,
which could be mitigated using hedges and attitude markers. However, the data shows that both edutubers use these latter
markers infrequently. ese results align with the ndings of Anzola-Gomez and Rivera-Rogel (2023) and Hyland and Zou
(2021).
In both cases, the results indicate that the audience has little space to doubt or complement the information provided by
the edutubers. e greater use of boosters and the infrequent use of hedges suggest that the speaker’s voice is stronger than
the audience’s voice, making evident a vertically directed communication model, criticized by authors like Freire (1970) and
Kaplún (1985).
Among the two edutubers, La Profe Mónica stands out for expressing emotions in her words, creating a pleasant and pertinent
climate for the teaching-learning process (Fierro-Suero et al., 2021). Previous publications supporting this research show a
consistently low frequency of this type of marker (Anzola-Gomez & Rivera-Rogel, 2023; Hyland & Zou, 2021; Qiu & Jiang, 2021).
Regarding engagement, Susi Profe has a greater orientation toward generating engagement with the audience mainly through
mentions, directives, and questions compared to La Profe Mónica. Mention markers were the most frequently used in both
channels, consistent with the results of previous research (Anzola-Gomez & Rivera-Rogel, 2023; Qiu & Jiang, 2021; Zou &
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Hyland, 2020). e use of imperatives and calls to action becomes strategies for generating discursive connection. Results from
other studies (Anzola-Gomez & Rivera-Rogel, 2023; Qiu & Jiang, 2021; Zou & Hyland, 2020) show that directive markers do not
always follow mention markers, indicating that telling the audience what to do may depend on each speaker’s communicative
style.
Question markers are the preferred strategies speakers use to attract attention and generate audience interaction (Hyland
2022). Although Susi Profe uses questions, there was no indication for these to be answered by the audience in the YouTube
video comments, missing an opportunity for interaction generation (Solé, 2018). La Profe Mónica’s use of questions is minimal,
which could be a good recommendation to enhance her communicative style.
Asides and attitude markers are scarce in the sample. It is estimated that the use of brief narratives with an emotional connection
can enrich the pedagogical approach and the reach of educational content (Ferrés, 2014). e results for these two markers
are consistent with ndings from other research (Anzola-Gomez & Rivera-Rogel, 2023; Qiu & Jiang, 2021; Zou & Hyland, 2020).
According to the results obtained through the Chi-square test, the second research question is answered conclusively, arming
that there is a signicant dierence in the discursive interaction between the Susi Profe and La Profe Mónica channels. e
analysis conrms the hypothesis of this study, consistent with the ndings of Anzola-Gomez and Rivera-Rogel (2023).
Both stance and engagement markers show a signicant dierence between the two channels (X2=33.194, p<0.001; X2=26.510,
p<0.001 respectively). In both types of markers, the p-value is less than 0.05, thus conrming the signicant dierence.
According to the statistical tests, signicant dierences were found in the use of boosters, self-mentions, questions, and shared
knowledge.
Contrasting the data reveals a constant among the analyzed edutubers: they center the discourse on themselves. is
communicative style replicates the traditional communication model centered on the teacher (Kaplún, 1985, 2002), leading
to the loss of the student’s voice. As YouTube is a social network, interaction could be enhanced (Ballesteros-Herencia, 2021)
between the edutuber and the audience through discourse.
In this research, the educational content creators focus on producing material where language, as educational discourse, lacks
an interpersonal model to foster participation, interaction, and dialogue in the teaching-learning process. e analysis reveals
how the two edutubers construct their communicative acts and how they could enhance them with a more edu-communicative
discursive interaction model. is research does not question the importance of educational content on YouTube; instead, it
seeks to validate its relevance by taking it as an object of study. However, it highlights the need to deepen interaction and
dialogue, not only for edutubers but for all educators.
e analysis of the results and their contrast with theoretical backgrounds indicate that in the two analyzed cases, the discourse
presents little discursive interaction, impeding the creation of an edu-communicative environment (Barbas, 2019) with a
marked orientation towards dialogue, participation, and encounter, essential factors for a more impactful teaching-learning
process (Álvarez & Romero, 2022).
It is concluded, similar to Anzola-Gomez and Rivera-Rogel (2023), that no pre-established pedagogical discourse strategies
are employed. Reviewing the educational video content reveals two teachers who inform but, by not using discourse as a
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pedagogical resource for interaction and participation, may be missing key opportunities to strengthen the communicative
and edu-communicative process (Freire, 1996; Kaplún, 1985).
is study contributes to the scientic community by focusing on the educational content production work of two female
edutubers. Given the low visibility of women on YouTube (Pattier, 2021), it is pertinent and necessary to highlight their work
and analyze their discursive interaction. is study also contributes to edu-communicative studies on educational discourse
and contemporary communication models. e results open up possibilities for thinking, designing, and implementing
communication models centered on the participants of the teaching-learning process.
Regarding the limitations of this research, two main limitations can be mentioned. Firstly, the corpus selection was limited by
the number of subscribers of each channel, excluding many educational channels of edutubers doing excellent work; future
research could expand the selected corpus. Secondly, Hyland’s (2005) metadiscursive analysis model was used, excluding
other analysis models like Ädel’s (2021, 2023), which focus on a reexive perspective.
is research followed the line of two previously published studies (Anzola-Gomez et al., 2022; Anzola-Gomez & Rivera-Rogel,
2023). e results highlight the need to design and implement communication models centered on the participants rather
than the content. While analyzing other edutubers in dierent curricular topics would be benecial, it would also be pertinent
to examine the discursive interaction generated by other content producers such as YouTubers, BookTubers, inuencers, and
science communicators. Education should look at the communicative processes developed by other agents to learn from them
and enhance communication for education. Future research could also focus on discursive interaction produced on dierent
platforms like Instagram, TikTok, Twitch, among others.
In a context of technological development characterized by the inclusion of augmented reality, virtual reality, the metaverse,
and recently articial intelligence, it is necessary and pertinent to reect on the use of language, realized in discourse, as an
essential pedagogical resource that can be designed with educational purposes where both educator and learner meet to
dialogue and reconstruct their reality.
8. Acknowledgements
is article has been translated into English by Claudia Farietta to whom we are grateful for her work.
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9. Specic contributions of each author
Name and Surname
Conception and design of the workJohn Anzola-Gómez and Diana Rivera-Rogel
Methodology
Diana Rivera-Rogel and John Anzola-Gómez
Data collection and analysisJohn Anzola-Gomez and Diana Rivera-Rogel
Discussion and conclusionsDiana Rivera-Rogel and John Anzola-Gómez
Drafting, formatting, version review and approvalJohn Anzola-Gómez and Diana Rivera-Rogel
10. Conict of interest
e authors declare that there is no conict of interest contained in this article.
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July-December of 2025
Edutubers Teachers: comparative analysis of discursive interaction
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Yánez, C. C., & Moreano, B. P. (2021). Use of Audiovisual Tools to Enhance Teaching of Curricular Content, Pedagogy and
Technology.
Revista Educacion
,
45
(2).
https://doi.org/10.15517/revedu.v45i1.43469
Zou, H. (Joanna), & Hyland, K. (2020). “ink about how fascinating this is”: Engagement in academic blogs across disciplines.
Journal of English for Academic Purposes
,
43
, 100809.
https://doi.org/10.1016/j.jeap.2019.100809
Zou, H. (Joanna), & Hyland, K. (2022). How the medium shapes the message: Stance in two forms of book reviews.
Journal of
Pragmatics
,
193
, 269-280.
https://doi.org/10.1016/j.pragma.2022.03.023
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