This paper explores EFL learners’ use of metadiscourse markers (MDMs) in academic and colloquial writing. It then proposes a distributional map of MDMs in the EFL academic and colloquial writing corpora. Further, multi-level models disclosed both parables and odds in the use of MDM subtypes to serve distinct communicative aims. Finally, the MDMs' use was assayed relative to overall writing quality within and across communicative contexts. The results stressed the forces and frailties in EFL learners’ use of MDMs and inspired the design of pedagogical approach fit to the pragmatic functions of MDMs.