This study aimed to analyze the usage of hedges among native and non-native argumentative writing to derive educational implications for Korean hedge education. Hedges serve as linguistic devices employed for persuasion strategies in argumentative texts, yet even advanced learners encounter challenges in their usage. The study focused on the frequency of seven hedges (Avoiding accuracy, Preventing generalization, Passive attitude, Subjective attitude, Connotative expression, Relaxing performativity, Relaxing pressure) in both Learners’ and Native Speakers’ Corpora. Additionally, it delved into the characteristics of hedges, including ‘-(으)ㄹ 수 있(없)다,’ as used by learners. The analysis revealed that Korean learners predominantly used ‘-(으)ㄹ 수 있(없)다’ on its own, relying on expressions learned at an earlier stage when constructing a lexical bundle that included ‘-(으)ㄹ 수 있(없)다.’ In contrast, native speakers demonstrated a more intricate usage, combining ‘-(으)ㄹ 수 있(없)다’ with other hedges like ‘-(으)ㄹ 수 있을 것이다’ and ‘-(으)ㄹ 수 있을 것으로/것이라(고) + thinking verbs.’ The findings suggest that the amalgamation of hedges poses a challenge for Korean learners. However, recognizing that the use of lexical bundles is integral to writing fluency, it is imperative for advanced learners to undergo training in employing lexical bundles with hedges.