The present study focuses on the use of hedges in research articles written by students from the Faculty of English Language Teacher Education (FELTE) at Hanoi University of Languages and International Studies. The study examines thirty randomly selected thesis papers published between 2020 and 2022. The main objectives of the study are to analyze the taxonomy of hedge devices used by the students and identify the functions of these hedges in their papers. The analysis of the thesis papers reveals that students exhibit a preference for three types of hedging devices. Furthermore, the study finds that hedges are predominantly used in the conclusion and discussion sections of the sampled papers. The functions of the hedges used by the students primarily serve three purposes: expressing the writers' opinions with appropriate caution, reducing the likelihood of being criticized, and fostering a positive relationship between the writers and the readers. The research aims to shed light on raising students’ awareness of the usefulness of hedging devices in academic writing and improving their motivation to use hedges effectively. Some pedagogical implications of the study are discussed. Hopefully, other teachers will find this interesting and helpful for their own situations.