Arianto, M. Affandi (2021) Authors' strategies for indicating research gaps in elt research article introductions in reputable journals / M. Affandi Arianto. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The Creating a Research Space (CARS) (Swales 1990 2004) models have been widely used by previous genre analysts but the investigation on how authors indicate their research gaps in research article introductions (RAIs) has received little attention. This study aimed to reveal the authors rsquo strategies for indicating research gaps in their English Language Teaching (ELT) RAIs and to investigate the connection between the step of indicating research gaps and the other steps in the section. Using the Swales' (1990 2004) models and taking into account the insights of Lim (2012) and Kwan Chan and Lam (2012) this genre analysis investigated 70 ELT RAIs that had been published in ten reputable journals. The technique of data analysis was done in some steps. First the RAIs which had been separated from other sections were focused on the sentences indicating research gaps. The categorization of research gap strategies was used to identify the types of research gap strategies used by the authors in their ELT RAIs. To understand the connection between the step of indicating research gaps and the other steps in the RAIs the pattern types of introduction proposed in the models (Swales 1990 2004) were considered. The results show that the ELT authors indicated their research gaps via five types of research gap strategies namely stating the absence from previous studies indicating the insufficient research highlighting the limitations of previous studies contrasting and conflicting previous research findings and highlighting unsolved problems. Moreover concerning the variations of indicating research gaps the ELT authors used three variations in using the strategies for indicating research gaps namely using one strategy for indicating a research gap multiple-similar strategy for indicating research gaps and multiple-different strategies for indicating research gaps. Concerning the connection the study indicates that indicating research gaps appeared in the two patterns of RAIs linear and cyclical. In linear patterning the research gaps were established after authors established their research territories (Move 1) using all steps namely claiming centrality making topic generalizations and reviewing items from previous research. Some others indicate the gaps using two or each of the three steps of the move. An important piece of information in the linear patterning is that the authors combined the step of indicating research gaps with the other steps in the move of establishing a niche such as adding to what is known or presenting positive justification but the two steps were used after the research gap indications had been established. Similarly in cyclical patterning indicating research gaps were established mostly after authors had reviewed previous studies. The other steps in move 2 such as adding to what is known presenting positive justification and showing interest to conduct the study can also be combined with the step of indicating research gaps as complements to make their research justification more convincing. Moreover indicating research gaps plays important roles in making the organization of ELT RAIs cyclical. It functions to specify the topics and add variables in the next cycle. After the gaps had been highlighted authors jumped into the move of occupying the niche and the gaps were mostly formulated into the aims of research or research questions. Only few of the authors linked the step of indicating research gaps to the step of summarizing methods. Based on the results and discussion this study provides pedagogical implications for academic writing teachers and novice and non-native English authors particularly in presenting their positionality in the introduction section of a RA and organizing the structural patterns of RAIs which are deemed appropriate to be published in reputable journals. This study also provides directions for further studies especially in the realization of indicating research gap practices.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 22 Nov 2021 04:29 |
| Last Modified: | 15 May 2023 03:21 |
| URI: | http://repository.um.ac.id/id/eprint/263328 |
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