MOVE-STEP STRUCTURE OF THE RESULTS AND DISCUSSION SECTION OF ELECTRONIC ENGINEERING RESEARCH ARTICLES WRITTEN BY CHINESE AND THAI RESEARCHERS

This study explored the move-step structure of the Results and Discussion (R&D) section of electronic engineering research articles (EERAs) written by Chinese and Thai researchers. Two corpora, with each containing 12 R&D sections, were compiled for analysis with reference to the three frameworks of Kanoksilapatham (2005, 2015) and Maswana et al. (2015). In addition, variations in terms of move-step structure between the two corpora were examined. Findings firstly demonstrated a newly proposed framework of 3 moves and 12 steps. What’s more, all of the three moves were found obligatory, and the variations between the two corpora mainly existed in the steps under each move category. Findings of the present study could provide insights into EERA construction for novice writers. Moreover, generic variations that are acceptable within the discipline might expand RA genre knowledge for both EE researchers and genre practitioners.

CITATION PRACTICES IN RESEARCH ARTICLES IN INDONESIA-BASED JOURNALS AND INTERNATIONAL JOURNALS Udi Samanhudi, Aisling O’Boyle

This paper examines the similarities and differences in the use of rhetorical citations in research articles in two journal publication contexts in the field of Applied Linguistics, namely Indonesian Journals aimed at a local audience, and International Journals aimed at a global audience. Fifty Discussion Sections from published research articles were taken from the two publication contexts. Results of the analysis indicate a dominant use of integral citations especially verb-controlling type in the Indonesian local corpus. It is suggested that this citation type requires less demand on synthesising various sources cited while Discussion Sections in the International corpus make greater use of non-integral citations which indicates a succinct synthesis of various sources. In terms of function, referring to literature is the most salient function in Indonesian local corpus while attribution is the most dominant function found in the International corpus. Accompanying the textual analysis of citation practices in these journals, Indonesian academics as part of the community of the discipline were interviewed. Their perspectives indicate urgency for results of genre analysis studies to be transformed into teaching materials to assist especially novice writers in the field of Applied Linguistics in understanding English research article writing conventions better.

ADJECTIVES IN THE EXPRESSION OF EPISTEMIC MODALITY IN APPLIED LINGUISTICS RESEARCH ARTICLES

Research in academic writing has shown that writers have a strong tendency to communicate their ideas interactively with readers. This study examines how professional writers use adjectives as part of interactional metadiscourse when writing research articles. A total of 255 research articles published in distinguished journals in the field of applied linguistics between 2015 and 2020 were systematically compiled and quantitatively and qualitatively analysed. The extent to which epistemic adjectives and typical phraseological patterns are used in research articles was investigated with the help of corpus linguistics methods, as was their epistemic strength indicated by writers. The interpersonal model of metadiscourse was used as the theoretical framework for the study. The findings suggest that the academic writing corpus, in essence, is interactionally oriented, while the use of adjectives as an epistemic modality reflects a methodical approach by article writers when presenting propositions and discussing their knowledge claims. This study provides a deeper understanding of these linguistic features to impact the reader. Pedagogically, the study can be useful for teaching academic writing to postgraduate students and help them and novice writers develop writing competency through epistemic devices, especially in research articles intended for publication.

A COMPARISON OF NICHE ESTABLISHMENTS IN ENGLISH RESEARCH ARTICLE INTRODUCTIONS PUBLISHED IN INTERNATIONAL AND THAI JOURNALS

The present study looked closely at the niche establishments in the introduction sections of English research articles written by Thai authors and published in local Thai journals and compared them to those found in introduction sections written by non-Thai authors published in international and high indexed journals. Each of the two corpora contains forty introductory sections. The analysis was based on the frameworks of Swales (2004) and Lim (2012). It was found that the use of niche establishments in the international corpus was higher than that in the Thai corpus. In the Thai corpus, “Stressing insufficient research” was the highest strategy, but “Revealing methodological limitations” was completely absent. It is expected that the results will provide practical guidance for novice writers to write their research introduction sections with informative and convincing niche establishments and, to some extent, the results should also benefit English writing classes, especially in Thailand.

Expressions of Modality Associate Degree Business Explanation Essay Conclusions: A Functional Linguistic Perspective

The rhetorically complex concluding components of academic written texts often challenge novice writers, having to summarise their arguments and stance, and offer prospective comments on future developments concerning the subject matter. With an aim to elucidate the lexicogrammatical expressions of such prospective comments in essay conclusions, the present study adopts the system of modality informed by Systemic Functional Linguistics (SFL) to examine the conclusions of explanatory essays written by non-native English speaking associate degree business students. The analysis compares the modality expressions deployed in high- and low-graded essay conclusions, including modality types, explicitness, subjectivity and value. The analysis also investigates how the modality resources are combined for providing more than one comment in the conclusion. The findings show that high-graded texts have a more balanced choice of modality, less overly assertive features and more prospective comments, while they still require improvements on a more consistent deployment of modality features. This paper concludes with a brief discussion on teaching implications of the present study, in that writing instruction can make explicit the functions of different modality expressions and equip students with the linguistic repertoires appropriate for more formal and technical academic written registers.  

English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism

Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.

Kajian dan penulisan kearifan budaya Melayu Jambi dengan pendekatan jurnalisme sastra, berbasis penelitian budaya lokal

In the context of cultural wisdom, it is no longer seen as hereditary heritage but cultural wisdom is the strength of the creative industry based on cultural wisdom. Students of the language and literature study program who have writing and literary skills are able to study and write cultural wisdom. With the ability to study and write local wisdom allows students as; entrepreneurship, creator, humanist, writer based on the strategy of cultural wisdom values. The research focus is the study and writing of Jambi Malay cultural wisdom with a literary journalism approach. Literary journalism is a feature-oriented creative writing skill based on facts in the field. To achieve this, the study and discussion refers to the practice of improving learning; Research and development; Classroom Action Research, and Project-Based Learning. The results of research on student abilities; write the title of 'good' level, write the intro at 'good' level, the type of intro written; storytelling, descriptive, and questions, writing the atmosphere of the story as a result of observation at the 'medium' level, writing the dialogue of the results of the investigation and reporting at the 'medium' level, (5) closing the story containing the message at the 'good' level, the type of message written; view of life, sincerity, and a call to action. Overall the ability to write knowledge of Malay culture is based on the 'good' range. Based on this the suggestions put forward; feature as a creative essay, very easy to develop by students as novice writers, so that they are interested in composing the potentials of local wisdom; data features on the basis of the results of field research through the process of observation, interviews, investigations and reporting. Based on the suggestions put forward, the literary journalism approach can be developed well in learning creative writing.

Moving from plagiarism police to integrity coaches: assisting novice students in understanding the relationship between research and ownership

Much of the discourse surrounding plagiarism is one of fear—a fear of being caught and punished, but many plagiarism examples happen unintentionally as students struggle with a new language, new ideas, and new communities in tertiary education. Specifically, many students are challenged with the task of writing a research paper, which involves finding academic sources, reading those sources to answer a research question, and integrating direct quotations and paraphrasing. Because novice writers often struggle with these skills, what is a developmental stage is instead interpreted as plagiarism. Much of the discussion of plagiarism involves implicit and explicit definitions of ownership, but there is little research about how students understand the concept of ownership in relation to ideas and language. In this qualitative study, we present data from 18 international students at an American-style university in the Middle East who write an introductory research paper as part of a composition course. Results show that perceptions of plagiarism changed in relation to owning ideas, owning language, and owning time spent on the research process and that distinguishing these boundaries is often difficult for students even within their own final research papers. We suggest teaching more robust note-taking strategies, discussing ownership in terms of a writer’s choices in guiding readers through the paper, and creating an environment where students can understand the complexities of plagiarism rather than simply fearing being caught.

A CORPUS-BASED INVESTIGATION OF MOVES IN ARGUMENT STAGE OF ARGUMENTATIVE ESSAY

Genre analysis has been frequently employed in Malaysia to analyse undergraduate and postgraduate target discourse, particularly research articles and abstracts. On the other hand, just a few studies have been done on argumentative essays written by pre-university students taking the Malaysian University English Test (MUET). The goal of this study is to examine rhetorical moves of the argument stage in 60 argumentative essays. The major instrument utilised to assess the rhetorical structure in the assembled essays was a compiled representative corpus of argumentative essays, COMWArE. The identification of rhetorical moves was investigated using BCU approach, which is aided by a computer-assisted corpus analysis (CACA). In addition, two subject matter experts were interviewed in order to gain insider perspectives. The analysis reveals that the argument stage in argumentative essays consists of three moves and five steps. The findings of the study lend itself to providing a representative template of rhetorical organisation for organising argument stage in producing an argumentative essay. Pedagogically, this rhetorical structure is useful particularly to novice writers to better understand how argument stage is produced.

Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English

The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.