TOPIC 3. ANALYZING THE STRUCTURE OF SCIENTIFIC ARTICLES

INTRODUCTION

A. Learning Objectives:

After completing this session, students are expected to be able to:

Explain the basic concepts and functions of rhetorical and structural moves in scientific articles.
Recognize examples of rhetorical and structural moves in all sections of scientific articles (abstract, introduction, methodology, results, discussion, conclusion).
Analyze and classify rhetorical and structural moves in published articles to extract general writing principles.
Draft an initial research outline (title, background, research gap, objectives, and method) using AI as a supportive tool for idea refinement.

B. Skill Focus of This Session

This session strengthens students’ awareness of how scientific articles are rhetorically constructed and how those constructions guide readers’ understanding. The learning progression moves from conceptual understanding to analytical competence and finally to guided production.

C. Micro Skills Developed

In this session, students will develop the ability to:

identify move patterns in different sections of scientific articles,
recognize linguistic signals that indicate specific rhetorical purposes,
organize key components of a research outline systematically,
use AI tools critically to refine ideas while maintaining academic ownership.

These micro skills help students decode how published articles are constructed and how meaning is strategically developed.

D. Macro Skills Developed

Building upon these foundational abilities, students will develop the capacity to:

critically analyze the rhetorical organization of published scientific articles,
generalize writing principles from authentic journal texts,
apply rhetorical awareness to design their own research framework,
integrate technological tools (AI) responsibly as part of an academic writing process.

Through these macro skills, students begin transitioning from readers of research to emerging research writers who understand not only what to write, but also why and how each section fulfills its communicative function.

BRAINSTORMING

In this stage, students are encouraged to activate their prior knowledge about the structure of a scientific article. To support this process, an interactive activity using Wordwall is used at the beginning of the brainstorming stage to help students recall and recognize the main components of a research article. The brainstorming activity aims to help students:

Recognize the common sections of a scientific article (Title Page, Abstract, Introduction, Methods, Results, Discussion, and Conclusion),
Identify the basic purpose and function of each section, and
Reflect on challenges they may face when writing each section.

A. Worksheet 3.1 Brainstorming Activity: Wordwall Quiz on Components of a Research Article

Activity Type: Match-Up (drag and drop)

Activity Title: Make a Match: Components of Research Article
Link: https://wordwall.net/resource/13342551

Description:

Students will complete an interactive Wordwall activity where they match each component of a research article (e.g., Title Page, Abstract, Introduction, Method, Results, Discussion, Conclusion, Acknowledgement) with its correct description or function. The activity provides instant feedback, allowing students to review mistakes and retry.

Instructions for Students:

Click the link: Wordwall Activity.
Once the page opens, press “Start” to begin the quiz.
You will see a list of research article components and a list of their descriptions/functions.
Drag and drop each component to the correct description.
After completing all matches, click “Submit” to check your answers.

INDIVIDUAL EXPLORATION

Understanding Structural Moves in Scientific Articles

A. Worksheet 3.2 – Analyzing the Structure of Scientific Articles

1. Worksheet 3.2.1 – Analyzing the Introduction Section

This topic has 66 replies, 31 voices, and was last updated 2 days, 4 hours ago by Devita.

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March 7, 2026 at 7:17 am #3582
Admin
Keymaster
Instructions:
1. Read the assigned journal article carefully through the link provided below:
  https://ejournal.uinsaid.ac.id/index.php/jemin/article/view/9146
2. Focus only on the Introduction section.
3. Analyze the rhetorical structure using the CARS (Create A Research Space) model.
4. Identify each move and step.
May 2, 2026 at 3:09 am #3918

Indriyani
Participant

Move 1: Establishing a Territory (Showing the importance of the topic)
Step 1: Claiming centrality
The text states that critical thinking is essential in education and helps students handle complex problems.
Emphasizes its importance for academic and professional success.
Step 2: Making generalizations about the topic
Defines critical thinking as a cognitive process involving analyzing, evaluating, and synthesizing information.
Explains its role in promoting intellectual rigor and curiosity.
Step 3: Reviewing previous research
Cites multiple studies (e.g., Barjesteh & Niknezhad, Teng & Yue, Zhang, etc.) to support claims about the value of critical thinking and writing.

Move 2: Establishing a Niche (Indicating a gap or problem)
Step 1: Indicating a gap
Highlights that despite its importance, students (especially ESL learners) still struggle with critical writing skills.
Mentions challenges like lack of analytical ability, difficulty in argumentation, and cultural/language barriers.
Step 2: Raising questions / problematizing
Suggests a need to better understand students’ specific needs in developing critical writing skills.
Implies current teaching approaches may not fully address these challenges.

Move 3: Occupying the Niche (Presenting the current research)
Step 1: Outlining purposes
States that the research aims to analyze students’ needs in critical writing.
Focuses on improving teaching strategies and curriculum design.
Step 2: Announcing present research / significance
Emphasizes that the study will help develop targeted interventions and improve educational outcomes.
Highlights the contribution to better teaching practices and student success.

May 2, 2026 at 4:30 am #3921

Nur
Participant

1) Move 1 paragraph 1-5 because it explains the discussion from the general topic, namely critical thinking, to the specific one, namely critical writing.

2)Move 2 paragraph 6
•Step 1 A: Indicating a gap: paragraph 6 because there is a research gap, namely Despite the above-mentioned studies, the specific needs of critical writing in EFL settings becomes a research gap that still needs further investigations.
•Step 1 B Adding to What is known: Conducting research on students’ learning needs in critical writing is crucial because it provides valuable insights into the specific challenges and requirements of the learning process. This information helps educators tailor instructional strategies and curricula to address gaps in knowledge and skills effectively.
•Step 2: Presenting Positive Justification: Overall, such surveys are a key tool in advancing educational quality and student success in critical writing.

3)Move 3 paragraph 7
•Step 1 Announcing present research descriptively and/or purposively:
Therefore, the present study aims to portray English learners’ needs of critical.
•Step 5 Announcing principal outcomes:
To reach the objective, survey research was conducted to depict the English learners’ insights on teaching critical writing.
•Step 6 Stating the value of the present research:
This need analysis survey is expected to inform policy decisions by providing evidence-based insights into the effectiveness of current teaching practices and the areas needing improvement. Policymakers can use this data to allocate resources more efficiently, support professional development for educators, and implement changes that enhance overall educational quality.
•Step 7 Outlining the structure of the paper:
Ultimately, the implications of conducting need analysis research extend beyond the classroom, contributing to the creation of a more robust and responsive education system that better prepares students for the complexities of academic and professional writing in the modern world.

May 2, 2026 at 5:55 am #3922
Anasya
Participant
Move 1: Establishing a Territory

– Step 1A (Topic Generalizations): Paragraph 1-3
These opening paragraphs discuss general definitions. The author explains that in today’s rapid information age, critical thinking is no longer just an option—it is a necessity. The author then links this to critical writing as the method for students to process and express ideas critically. To gain the reader’s agreement that this issue is a major concern in modern education.
– Step 1B (Reviewing Literature): Paragraph 4-5
The author introduces scientific data and results from previous researchers (such as Yundayani et al., 2017). The content focuses on how prior research proves that critical writing significantly helps students filter information. To provide a theoretical foundation and evidence that this topic has been researched before and has yielded significant results.

Move 2: Establishing a Niche
– Step 1A (Indicating A Gap): Paragraph 6
The author notes that while there is plenty of general research on critical writing, there is a lack of studies specifically focusing on students learning English as a Foreign Language (EFL). The author is essentially saying: “Current research is incomplete; there is a ‘void’ in the EFL context, and that is what I intend to fill”.

Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author directly states that the aim of this research is to explore critical writing practices specifically within that EFL environment.To clarify the primary focus and direction of the research article.
– Step 2 (Summarizing Methods): Paragraph 7
The author provides a brief overview, stating that the research was conducted using a survey research method. To let the reader know technically how the data for this study was collected.
– Step 6 (Stating value/Significance): Paragraph 7
In the final part, the author explains that the findings can eventually be used to help policymakers create better learning systems. To demonstrate the real-world benefits or the contribution this research makes to the future of education.
- This reply was modified 2 weeks, 5 days ago by Anasya.
May 2, 2026 at 12:52 pm #3928

Nenden
Participant

1. Move 1 (Establishing a Research Territory), the authors perform several steps. First,
√ Step 1 (claiming centrality) is shown by stating that critical thinking is an essential skill in higher education. Then,
√ Step 2 (making generalizations) is reflected in the explanation of the role of critical thinking in analyzing and evaluating information. In addition, the authors carry out.
√ Step 3 (reviewing previous research) by citing various previous studies to strengthen the importance of the topic.

2. Move 2 (Establishing a Niche), the authors indicate a research gap through
√ Step 1A (indicating a gap), which refers to the lack of empirical evidence and limited understanding of students’ learning needs in critical writing. Furthermore,
√ Step 1B (highlighting problems) is shown by emphasizing the gap between theory and practice and the limited application of critical writing skills in real contexts.

3. Move 3 (Occupying the Niche), the authors fill the gap through several steps.
√ Step 1 (announcing present research purpose) is shown by stating that the study aims to analyze students’ needs in critical writing. Second,
√ Step 4 (summarizing method) is reflected in the explanation that the study uses survey research. Third,
√ Step 5 (announcing principal outcomes) is shown by mentioning the expected outcomes of the study. Finally,
√ Step 6 (stating the value of the research) is presented by explaining the significance of the study in improving teaching strategies and curriculum development.

May 2, 2026 at 1:30 pm #3931

Ghaida
Participant

Move 1: Establishing a Territory
–Step 1A (Topic Generalizations): Paragraphs 1–3
The opening paragraph explains the concepts of critical thinking and critical writing and their importance in modern education. The author demonstrates that these skills are necessary for academic and professional success.
– Step 1B (Reviewing Literature): Paragraphs 4–5
The author explains the importance of research on critical writing and reviews previous research related to students’ learning needs and challenges in critical writing. This section demonstrates that the topic has been researched and has a theoretical basis.

Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author states a gap, namely the lack of research focusing on critical writing learning needs in EFL contexts.

Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author states the purpose of the research, which is to analyze students’ critical writing learning needs.
– Step 2 (Summarizing Methods): Paragraph 7
The study used survey research.
– Step 6 (Stating Value): Paragraph 7
The research results are expected to help improve the quality of learning and education policy.

May 3, 2026 at 3:15 am #3934

Siti
Participant

Move 1: Establishing a Territory (Paragraphs 1–5)
The focus here is to define the importance of the topic and ground it in existing academic discussions.
Step 1: Claiming Centrality
The author asserts that critical writing is a vital competency in the 21st century, particularly for navigating misinformation and achieving professional independence.
Step 2: Making Topic Generalizations
The text describes critical writing as a sophisticated process involving source evaluation, synthesis of ideas, and the construction of reasoned arguments.
Step 3: Reviewing Previous Research
The writer synthesizes findings from various scholars (e.g., Anderson et al., 2023; Wu et al., 2023) to show that while the skill is essential, many students still struggle to master it.

Move 2: Establishing a Niche (Paragraph 6)
The focus here is to pinpoint a specific problem or “gap” that justifies the need for this new study.
Step 1: Indicating a Research Gap
The author identifies a significant void in current literature: the lack of focus on the “specific learning needs” of EFL students regarding critical writing.
Step 2: Presenting Positive Justification
It is argued that without a detailed needs analysis, educational interventions will remain ineffective. Thus, this study is presented as a necessary tool to improve instructional design and student outcomes.

Move 3: Occupying the Niche (Paragraph 7)
The focus here is to explain how this research will solve the problems mentioned above.
Step 1: Announcing Purposes
The author clearly defines the research goal: to investigate the specific insights and requirements of English learners in higher education concerning critical writing.
Step 2: Stating the Value of the Research
The text highlights the practical benefits, explaining how the findings will assist policymakers in resource allocation and professional development for teachers.
Step 3: Outlining Broader Implications
The introduction concludes by framing the study as a contribution to a more responsive education system that prepares students for modern global challenges.

May 3, 2026 at 6:16 am #3939

Neng
Participant

Move 1: Establishing a Territory
– Step 1A (Topic Generalizations): Paragraph 1–3
The opening paragraphs present general definitions and importance of critical thinking and critical writing. The author explains that these skills are essential in modern education and are closely related to students’ academic and professional success. This helps build background and shows the topic is important.
– Step 1B (Reviewing Literature): Paragraph 4–5
The author reviews previous studies to show that the topic has been widely researched. These studies discuss the importance of critical writing, challenges faced by students, and existing teaching approaches. This provides a theoretical foundation and supports the importance of the topic.
Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author identifies a research gap by stating that although there are many studies on critical writing, there is still limited empirical evidence, especially in the EFL context. This shows that existing research is incomplete.
– Step 1C (Raising a Problem): Paragraph 6
The author also highlights practical problems, showing that students struggle with critical writing skills, especially in analyzing and evaluating information.
Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author clearly states the aim of the study, which is to analyze students’ needs in critical writing, especially in higher education.
– Step 2 (Summarizing Methods): Paragraph 7
The author briefly explains the method used in the study, which is survey research, to collect students’ insights.
– Step 6 (Stating Value/Significance): Paragraph 7
The author explains the contribution and importance of the study, especially for improving education, policy, and teaching strategies.

May 3, 2026 at 6:28 am #3941

Aulia
Participant

Move 1: Establishing a Territory
Step 1: Claiming Centrality (Paragraph 1)
The authors position critical thinking and critical writing as essential “21st-century skills” in higher education. They argue that these skills are the main pillars for students to process complex information and produce high-quality academic work in a modern environment.
Step 2: Reviewing Previous Research (Paragraph 2 & 3)
The authors synthesize findings from various experts (such as Al-Gharabli and Wade) to demonstrate a strong, established relationship between critical thinking abilities and the overall quality of students’ academic writing.

Move 2: Establishing a Niche
Step 1: Indicating a Gap (Paragraph 4 & 5)
Despite the topic’s importance, the authors identify a significant gap: a “paucity of empirical evidence” regarding students’ actual needs in critical writing courses. They specifically highlight that research within the English as a Foreign Language (EFL) context, particularly in Indonesia, remains very limited.

Move 3: Occupying the Niche
Step 1: Announcing Purposes (Paragraph 6)
The authors explicitly state that the primary goal of this study is to conduct a Needs Analysis (NA). This study aims to uncover the specific learning requirements of English Department students regarding critical writing at the university level.
Step 2: Announcing Research Scope (Paragraph 6 – Last Sentence)
To conclude the introduction, the authors mention the scale of their research, which involves a survey of 437 undergraduate students from four universities in Surakarta. This scope ensures that the findings are credible and representative of the student population.

May 3, 2026 at 7:54 am #3945

Alyaa
Participant

Move 1: Establishing a Territory
– Step 1 (Claiming Centrality): Paragraph 1-4
The first paragraph introduces the concept of critical thinking and explains its importance in education.
The phrase “is urgent” shows that the authors emphasize the importance of this issue, which is characteristic of Step 1.
The keyword “vital” signals Step 1, as it stresses importance.
The fourth paragraph explains why research in this area is needed.
– step 2 (Making Topic Generalizations)
Paragraph 1-3
The explanation of what critical thinking is and how it functions in education represents Step 2 (Making Topic Generalizations) since the authors define the concept broadly.
The detailed explanation of critical writing and its function represents Step 2, because it provides a general conceptual explanation.
The paragraph also explains the role of critical writing courses in education, which makes it part of Step 2.
– step 3
Paragraph 5
This paragraph clearly represents Step 3, because the authors review earlier studies to show what has already been investigated.

Move 2: Establishing a Niche
Step 1A (Indicating a Gap)
Paragraph 6
The phrase “Despite the above-mentioned studies” introduces contrast between previous studies and what is still missing.
Step 1B: Justifying the Gap
Paragraph 6
This is Step 1B (Justifying the Gap) because the authors explain why filling this gap matters.

Move 3: Occupying the Niche
– Step 1 (Outlining Purpose)
Paragraph 7
The phrase “aims to” clearly states the objective of the research.
– step 2 (Announcing Method)
This fits Step 2, where researchers announce how the study will be conducted.
– step 3 (Indicating Significance)
It shows how the findings may influence:
* educational policy
* resource allocation
* teaching quality
This is characteristic of Step 3.

May 3, 2026 at 9:00 am #3948

Anggita
Participant

Move 1: Establishing a Territory
• Paragraph 1 = Step 1 (Topic Generalization)
The author introduces critical thinking in general. Evidence: it is explained as a cognitive process (analysis, evaluation, synthesis). (General concept is introduced.)
• Paragraph 2 = Step 1 (Topic Generalization) → Step 2 (Claiming Centrality)
The author explains critical writing and then shows its importance in learning. (Moves from general idea to importance.)
• Paragraph 3 = Step 2 (Claiming Centrality)
The importance of critical thinking and writing is emphasized in education. (The topic is clearly important.)
• Paragraph 4 = Step 2 (Claiming Centrality) → Step 3 (Reviewing Previous Research)
The author highlights importance and supports it with previous studies. (Importance supported by research.)
• Paragraph 5 = Step 3 (Reviewing Previous Research)
The paragraph focuses on previous studies and findings. (Earlier research is discussed.)

Move 2: Establishing a Niche
• Paragraph 6 = Step 1A (Indicating a Gap)
The author shows a research gap. Evidence: “Despite the above-mentioned studies…”. (There is still a problem.)
• Paragraph 6 = Step 1B (Adding to What is Known)
The gap is explained further, especially about students’ needs in critical writing. (The gap is clarified.)
• Paragraph 6 = Step 2 (Presenting Justification)
The importance of conducting this study is explained. (The research is needed.)

Move 3: Presenting the Present Work
• Paragraph 7 = Step 1 (Announcing Present Research)
The aim is clearly stated. Evidence: “the present study aims to…”. (The purpose is explained.)
• Paragraph 7 = Step 4 (Summarizing Method)
The method is briefly mentioned. Evidence: survey research. (How the study is conducted.)
• Paragraph 7 = Step 6 (Stating the Value of the Research)
The contribution of the study is explained. (The study is useful for teaching and policy.)

May 3, 2026 at 9:14 am #3950

Devita
Participant

Move 1: Establishing a Territory
– Step 1 (Topic Generalizations): Paragraph 1
In this opening paragraph, the author discusses the general importance of Human Resource Management in the era of globalization. The author explains that an organization’s success depends heavily on employee performance. To gain the reader’s agreement, the author frames high-quality HR as the primary asset for staying competitive in a changing world.
-Step 2 (Reviewing Literature): Paragraph 2
The author introduces existing theories regarding work discipline and motivation as key drivers of performance. The content focuses on how these two factors historically influence how employees fulfill their responsibilities. This provides a theoretical foundation and evidence that these variables have been recognized as significant in previous management studies.
Move 2: Establishing a Niche
– Step 1 (Indicating A Gap): Paragraph 3
The author notes that while the theory of performance is well-known, maintaining consistent discipline and high motivation remains a challenge in many practical settings. The author is essentially saying: “General theories exist, but we need to see how they specifically play out in this particular organizational context to solve local performance issues.”
Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 4
The author directly states that the aim of this research is to determine the effect of work discipline and motivation on employee performance at the specific office mentioned. To clarify the primary direction, the author outlines the specific relationship between these three variables that the study will test.
-Step 2 (Summarizing Methods): Paragraph 4
The author provides a brief overview of the methodology, mentioning that the study uses a quantitative approach. This lets the reader know technically how the data will be analyzed to reach a valid conclusion.
– Step 3 (Stating Value/Significance): Paragraph 4
In the final part of the introduction, the author implies that the findings will help the organization understand which factors most influence their staff. This demonstrates the real-world contribution the research makes toward improving management and organizational efficiency.

May 3, 2026 at 9:37 am #3953

Dina
Participant

Move 1: Establishing the Territory
– Step 1 (Claiming Centrality & Generalization): Paragraphs 1–3
This opening paragraph discusses the general idea of the importance of critical thinking in the modern information age. The author explains that critical thinking is no longer an option but a necessity, especially in higher education. This is then connected to critical writing as a way for students to publish and develop their analytical thinking skills. The goal is to demonstrate that this topic is important and relevant in today’s educational context.

– Step 2 (Reviewing Previous Research): Paragraphs 4–5
The author introduces findings from previous studies (such as Yundayani et al., 2017) that show that critical writing helps students process, transmit, and filter information effectively. These studies provide supporting evidence and theoretical background, demonstrating that this topic has been explored and is academically significant.

Move 2: Establishing the Niche
– Step 1A (Showing the Gap): Paragraph 6
The author points out that although much research has addressed critical writing in general, there is still a lack of research specifically focusing on students in an EFL (English as a Foreign Language) context. This indicates a gap in the existing literature and highlights the need for further investigation in this specific area.

Move 3: Filling the Niche
– Step 1 (Stating the Purpose): Paragraph 7
The author clearly states that the purpose of this study is to explore students’ needs in learning critical writing in an EFL context. This helps the reader understand the main focus of the study.

– Step 2 (Showing the Method): Paragraph 7
The author briefly explains that this study used a survey research method to collect data from students. This provides an overview of how the study was conducted.

– Step 3 (State the Value/Significance): Paragraph 7
The author explains that the results of this study are expected to contribute to improving teaching strategies and curriculum design, particularly in developing students’ critical writing skills. This demonstrates the practical value and contribution of the research.

May 3, 2026 at 11:35 am #3961

Laili
Participant

Name: Laili Humairoh

Move 1: Establishing a Territory
Paragraph 1
Step 1: Claiming Centrality
Critical thinking is important in education.
Paragraph 2
Step 2: Making Topic Generalizations
Critical thinking helps students solve problems and make decisions.
Paragraph 3
Step 3: Reviewing Previous Research
The writer mentions previous studies about critical thinking.
Paragraph 4
Step 3: Reviewing Previous Research
The writer discusses studies about writing skills and critical thinking.
Paragraph 5
Step 3: Reviewing Previous Research
The writer explains earlier studies about critical writing in higher education.

Move 2: Establishing a Niche
Paragraph 6
Step 1A: Indicating a Gap
Research about students’ needs in critical writing courses is still limited.

Move 3: Occupying the Niche
Paragraph 7
Step 1A: Outlining Purposes
The study aims to find students’ learning needs in critical writing courses.
Step 1B: Announcing Present Research
The study uses a survey method.
Step 3: Indicating Significance
The results can help improve critical writing courses.

May 3, 2026 at 2:43 pm #3972

Asri
Participant

Move 1: Establishing a Territory
Step 1a: Topic Generalizations
Paragraph: 1-3
In this section, the author explains the concepts of critical thinking and critical writing to enhance core skills in education. These abilities are the primary foundation for academic success and individual preparedness for the workplace, including the ability to think argumentatively.
Step 1b: (Reviewing Literature)
Paragraf 4-5
Then, the author connects the topic with various studies to show that critical thinking in writing has become a center of attention in academic research. This study cited discusses the difficulties experienced by students and the learning needs that function to show that this topic has a strong foundation.

Move 2: Establishing a Niche
Step 1A (indicating a Gap)
Paragraph 6
In this paragraph, the author focuses on the shortcomings of previous research. In particular, he notes that there is still little in-depth research addressing learning needs in the context of EFL (English as a foreign language).

Move 3: (Presenting the Present Work)
Step 1 (Announcing Purpose)
Paragraph 7
Furthermore, the author has a main research objective, namely identifying and analyzing students’ learning needs in improving critical thinking skills in writing.
Step 2 (Summarizing Methods)
Paragraph 7
In addition, the author also briefly explains the method used, namely the survey approach. This information helps readers understand how the research data will be obtained.
Step 6 (Staring Value)
Paragraph 7
Finally, the author emphasizes the research’s benefits, particularly in improving the quality of the learning process and providing suggestions for educational policy. Thus, this research is not only academic in nature but also has more practical implications.
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2. Worksheet 3.2.2 – Analyzing the Methods Section

This topic has 56 replies, 26 voices, and was last updated 2 days, 20 hours ago by Neng.

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March 7, 2026 at 7:18 am #3584
Admin
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Instructions:
1. Read the Methods section of the assigned article which can be accessed via the link below:
  https://ejournal.uinsaid.ac.id/index.php/jemin/article/view/9146
2. Identify the rhetorical moves and steps commonly used in methods section using the theoretical framework proposed by Pho (2008).
May 1, 2026 at 10:24 am #3916

Indriyani
Participant

Move 1: Describing Data Collection
Research setting (where the study took place)
Participants/sample (who and how many)
Sampling technique
Instruments (e.g., survey, interview)
Data collection procedures

Move 2: Describing Data Analysis
Type of analysis (e.g., statistical, qualitative)
Analysis procedures
Tools/software (if any)

Move 3: Justifying the Methods
Reasons for choosing the methods
Connection to research objectives

Move 4: Ensuring Reliability and Validity
Validity of instruments
Reliability of data
Techniques like triangulation

Move 5: Ethical Considerations
Permission/approval
Participant consent
Data confidentiality

May 3, 2026 at 9:25 am #3951

Devita
Participant

Move 1: Describing Data Collection
-Step 1 (Describing the Sample): Paragraph 5
The author explains that the research involves employees at the Pusat Pengelolaan Komplek Kemayoran (PPKK). It specifies that the population consists of 144 employees, and a sample of 106 individuals was selected using the Slovin formula to ensure statistical accuracy.
-Step 2 (Describing the Setting): Paragraph 5
The text identifies the research site as the PPKK office in Jakarta. By naming the specific location, the author provides context for where the professional environment and employee behaviors were observed.
-Step 3 (Describing Data Collection Instruments): Paragraph 5
The author mentions that primary data was gathered through the distribution of questionnaires to the sampled employees. This step is crucial to show how the raw information regarding discipline and motivation was physically captured.
Move 2: Describing Data Analysis
-Step 1 (Describing Data Analysis Procedures): Paragraph 6
In this section, the author details the use of quantitative analysis methods, specifically Multiple Linear Regression. The author explains that this was done to test the hypotheses regarding how much influence the independent variables have on the dependent variable.
-Step 2 (Describing Software/Tools): Paragraph 6
The author notes that the data processing was facilitated using SPSS software. Mentioning this tool provides transparency regarding the technical rigor and the standard of calculation used to produce the results.

May 4, 2026 at 3:35 pm #4012

Eko
Participant

Move 1: Establishing a Territory
– Step 1 (Claiming Centrality): Paragraphs 1–4
In the beginning, the author introduces the concept of critical thinking and explains its importance in education. The use of words like “urgent” and “vital” indicates that the author wants to emphasize that this issue is crucial and cannot be ignored. Furthermore, in the fourth paragraph, the author begins to demonstrate the need for research in this area.
– Step 2 (Making Topic Generalizations): Paragraphs 1–3
The author provides a general explanation of what critical thinking is and its role in education, thus categorizing the topic. Furthermore, the explanation of critical writing and its function remains general and conceptual. The discussion of the role of critical writing courses in education is also included in this stage because it is still within a broad context.
– Step 3 (Reviewing Previous Research): Paragraph 5
In this paragraph, the author begins to review previous research to demonstrate that this topic has been researched and has a strong theoretical basis. Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author points out shortcomings in previous research using phrases such as “Despite the above-mentioned studies,” which indicate a difference between existing research and that which has not yet been discussed.
– Step 1B (Justifying the Gap): Paragraph 6
In addition to identifying the gap, the author also explains why this gap is important to study, especially since many students still experience difficulties in critical writing.
– Move 3: Occupying the Niche
– Step 1 (Outlining Purpose): Paragraph 7
The author clearly states the research objective through the phrase “aims to,” which is to identify students’ needs in learning critical writing.
– Step 2 (Announcing Method): Paragraph 7
The author also briefly explains the method used, namely survey research, so that readers can understand how the research was conducted.
– Step 3 (Indicating Significance): Paragraph 7
Finally, the author explains the benefits of the research, such as its contribution to educational policy, resource allocation, and improving teaching quality. This demonstrates that the research has practical, not just theoretical, value.

May 5, 2026 at 4:02 am #4028

Shifa
Participant

move 1 (Establishing a Territory)
– step 1A (Claiming Centrality) A critical writing course is vital in English language teaching as it equips students with essential skills for academic and professional success. Such a course emphasizes the development of clear, coherent, and well-argued writing, fostering the ability to construct and critique arguments effectively (Hanim et al., 2020).
– step 1B (Topic Generalization): Critical writing is the practice of articulating reasoned arguments and presenting evidence-based analysis in written form. It demands clarity, coherence, and precision, as well as the ability to critically evaluate sources and integrate diverse perspectives

Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 4 contains a sentence stating that previous research is insufficient and that there are gaps that need to be filled. Step 1B (Justifying the Gaps) : The researcher adds several points to fill in the gaps.

Step 3 (Occupying the Niche)
– Step 1 (outlining purposes) : In this section, the article states the research objectives, which are found in the final paragraph.
– Step 2 (announcing present research) : This section explains the methods used, which are also found in the final paragraph, explaining that the method used is data collection.

May 9, 2026 at 11:17 pm #4036

Nur
Participant

https://canva.link/x3zej6vvs6a94ss

May 10, 2026 at 5:33 pm #4039

Nisrina
Participant

Move 1: Describing Data Collection Procedure (Menjelaskan Prosedur Pengumpulan Data)
Langkah ini bertujuan untuk memberikan informasi tentang subjek, instrumen, dan bagaimana data diperoleh.

Step 1: Describing the sample (Describing participants/materials)

Taktik: Penulis secara spesifik menyebutkan jumlah partisipan (437 mahasiswa sarjana), latar belakang mereka (jurusan Bahasa Inggris), dan lokasi geografis mereka (empat universitas di Kota Surakarta, Indonesia).

Step 2: Describing the instrument (Describing tools/materials)

Taktik: Artikel ini menjelaskan penggunaan kuesioner sebagai instrumen utama. Penulis merinci bahwa survei tersebut mencakup berbagai indikator kebutuhan belajar, mulai dari kemampuan evaluasi informasi hingga penggunaan teknologi dalam kolaborasi.

Step 3: Describing the procedure (Describing how data was gathered)

Taktik: Penulis menjelaskan bahwa penelitian ini menggunakan desain survei. Meskipun ringkasan tidak mendetailkan urutan menit demi menit, taktik retorika yang digunakan adalah memvalidasi pemilihan metode survei untuk menjangkau sampel yang luas guna mendapatkan generalisasi kebutuhan mahasiswa.

Move 2: Delineating Procedures for Data Analysis (Menguraikan Prosedur Analisis Data)
Langkah ini menjelaskan bagaimana data yang telah dikumpulkan diolah.

Step 1: Describing the data analysis method

Taktik: Penulis menyebutkan penggunaan “Statistical analysis” (analisis statistik). Dalam konteks survei, taktik ini digunakan untuk menunjukkan objektivitas hasil. Data dikuantifikasi untuk mengidentifikasi prioritas utama mahasiswa (seperti evaluasi informasi dan komunikasi efektif).

Step 2: Relating methods to research goals (Optional)

Taktik: Penulis menghubungkan proses analisis dengan tujuan untuk “mengungkapkan kebutuhan belajar” (reveal learning needs). Analisis difokuskan pada identifikasi tantangan signifikan yang dihadapi mahasiswa, seperti menarik kesimpulan dari bacaan.

Move 3: Elaborating on Data Analysis (Memberikan Justifikasi/Detail Tambahan)
Langkah ini sering digunakan untuk memperkuat validitas metode.

Step 1: Justifying the choice of methods/tools

Taktik: Penulis menekankan bahwa pendekatan survei ini penting untuk memberikan “bukti empiris” (empirical evidence) yang selama ini dianggap masih kurang dalam literatur berpikir kritis di tingkat universitas. Ini adalah taktik retoris untuk menunjukkan posisi pentingnya penelitian ini.

Step 2: Describing the software/tools used

Taktik: (Dalam teks lengkap biasanya disebutkan penggunaan SPSS atau perangkat lunak statistik lainnya yang berfungsi untuk meningkatkan kredibilitas hasil pengolahan data).

May 11, 2026 at 5:48 am #4040

Rafli
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May 11, 2026 at 2:27 pm #4041

Ghaida
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May 11, 2026 at 2:40 pm #4042

Keysha
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Laili
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May 11, 2026 at 3:17 pm #4045

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May 11, 2026 at 3:30 pm #4046

Nenden
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May 11, 2026 at 3:40 pm #4047

Hasni
Participant

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3. Worksheet 3.2.3 – Analyzing the Findings and Discussion Sections

This topic has 8 replies, 4 voices, and was last updated 2 days, 18 hours ago by Nisrina.

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March 7, 2026 at 7:19 am #3586
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Keymaster
Instructions:
1. Read the Findings/Results and Discussion sections of the following article carefully. The article can be accessed via the link below:
  https://www.researchgate.net/publication/375362310_The_Challenges_of_English_Teachers_in_Teaching_English_at_Primary_Schools
2. Analyze the rhetorical moves using the framework proposed by Yang and Allison (2003).
3. Identify how results are reported, interpreted, and connected to previous studies.
May 3, 2026 at 9:31 am #3952

Devita
Participant

Move 1: Reporting Results
-Step 1 (Presenting Visuals): Paragraph 8-9
In these sections, the author presents the data using tables and statistical figures to show the results of the multiple linear regression tests. This helps the reader visualize the raw numbers before they are explained in detail.
-Step 2 (Stating Findings): Paragraph 10
The author clearly states the specific numerical results, such as the T-test and F-test scores. This step focuses on reporting the facts—essentially saying “this is what the data showed” regarding the impact of motivation and discipline.
Move 2: Summarizing Results
-Step 1 (Summarizing Main Findings): Paragraph 11
After listing the technical numbers, the author summarizes what those numbers actually mean for the study’s hypotheses. The author confirms that both work discipline and motivation have a positive and significant effect on employee performance.
Move 3: Evaluating/Commenting on Results
-Step 1 (Interpreting Results): Paragraph 12
The author moves into the discussion by explaining why these results occurred. For instance, they interpret that high discipline leads to better time management, which naturally boosts productivity.
-Step 2 (Comparing with Previous Studies): Paragraph 13
The author connects their findings to earlier research (like the studies mentioned in the literature review). They point out that their results are consistent with prior findings, which strengthens the validity of the current research.
-Step 3 (Stating Significance/Implications): Paragraph 14
In the final discussion part, the author explains the practical value of these findings for the management of the PPKK office. They suggest that focusing on employee motivation is a strategic way to maintain high organizational standards.

May 5, 2026 at 2:14 am #4025

Sania
Participant

Name: Sania Buchori M
Student ID: 24220069

Move 1: Introducing the topic
The author begins by explaining that critical writing is crucial for students, especially in higher education. Therefore, the introduction is used to demonstrate that this topic is worthy of discussion.
steps:
Demonstrating the importance of the topic.
Providing an overview of critical writing.

Move 2: Showing gaps
After that, the author points out that there are still deficiencies or unmet needs. Here, the focus is on the unclear needs of students in learning critical writing.
steps:
Demonstrating problems or gaps in the research.
Emphasizing why this research is necessary.

Move 3: Explaining the purpose of the research
At the end of the introduction, the author explains the purpose of the research, which is to determine students’ learning needs in the critical writing course.
steps:
States the purpose of the research.
Explains that this research is a needs analysis survey.

May 12, 2026 at 5:12 am #4059

Dina
Participant

Name : Dina sri rahayu

Move 1: Establishing a Territory

Step 1A (Claiming Centrality)
Critical writing is important in English learning because it helps students improve their thinking and writing skills for academic purposes.

Step 1B (Topic Generalization)
Critical writing is the ability to express ideas clearly, give arguments, and support opinions with evidence in written form.

Move 2: Establishing a Niche

Step 1A (Indicating a Gap)
The article explains that previous studies still did not fully discuss students’ needs in learning critical writing.

Step 1B (Justifying the Gap)
Therefore, the researcher conducted this study to understand students’ learning needs and improve critical writing courses.

Move 3: Occupying the Niche

Step 1 (Outlining Purposes)
The purpose of the study is to analyze students’ needs in learning critical writing.

Step 2 (Announcing Present Research)
The researchers used a survey method and collected data using questionnaires from students.

May 18, 2026 at 3:39 pm #4064

Nisrina
Participant

Name:Nisrina Jaatsiyah

1. Reporting Objectives: Step 1 –
The finding section is both accurate and descriptive…. The authors:

• Present categorization of challenges:
They categorize problems as dividing internal and external, with distinct subcategories such as teachers’ qualifications, students’ lack of vocabulary, limited time allocation, and absence of professional development.

•Use participant excerpts:
During interviews, quotes from teachers are often provided without explanation, such as the lack of support for English teaching in primary schools, which can hinder teacher qualification, or the fact that students have been listening passively due to limited vocabulary.
ResearchGate.
The first step is to present unbiased outcomes with minimal commentary. A.

2. Voici commenter on results? Move 2!….
Instead of quoting, the authors provide an explanation for what these results mean in the Discussion section. They:
Discuss the dilemma of classroom teachers’ qualifications and their relevance to young learners, as evidenced by previous research.
ResearchGate.
• Point to language proficiency as the key factor in fostering students’ engagement and motivation during lectures, and clarify the relationship between language ability and learning.
ResearchGate.
Effective language teaching is hindered by insufficient class time and a lack of PD under the Merdeka Curriculum.
ResearchGate.

Step 2: The researchers are commenting on the fundamental findings and starting to provide explanations.

3. Moving forward with research: Move 3.
In The Discussion, it is evident that the study’s conclusions are in agreement with earlier literature:
Musthafa (2010), Zein (2018), Sulistiyo et al. (2019), and others support the authors’ conclusion that English teachers are often inadequate in primary settings and that students require specialized pedagogy to cope with their needs.
ResearchGate.

The lack of school resources and access to textbooks is in line with the findings of Hawanti (2014) and Zein (2016).
ResearchGate.

Supriatna (2011) and Hamied & Musthafare (2019) suggest that there is little room for professional development among primary EFL teachers. This point highlights the lack of opportunities for improvement within the profession.

Step 3 is to connect the current findings with existing academic discussions to demonstrate that this study advances, confirms, or supplements what already exists.
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4. Worksheet 3.2.4 – Analyzing the Conclusion Section

This topic has 2 replies, 1 voice, and was last updated 2 days, 17 hours ago by Nisrina.

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March 7, 2026 at 7:20 am #3588
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Keymaster
Instructions:
1. Read the Conclusion section of the assigned article carefully. The article can be accessed via the link below:
  https://www.researchgate.net/publication/375362310_The_Challenges_of_English_Teachers_in_Teaching_English_at_Primary_Schools
2. Analyze the rhetorical structure using the framework proposed by Paltridge and Starfield (2019).
May 18, 2026 at 4:43 pm #4065

Nisrina
Participant

1. Findings / Results Section.
The purpose of the rhetoric is to describe what has been discovered, without requiring extensive explanation.
The Results/Findings section is known for its ability to perform descriptive and reporting moves, as noted by Paltridge & Starfield (2019).
The first step is to articulate the aim of the discoveries.
It implicitly restates the study’s purpose of identifying problems faced by English teachers at primary schools.”[J].
It is this approach that frames the reader’s expectations and links findings to research questions.
Evidence in the article:
The results center on the types of obstacles faced by educators, rather than numerical figures.

Move 2: Reporting Key Findings.
It’s the central action of the Findings section.
Step 2.1: Categorizing findings.
The challenges are categorized into key areas, such as:
Limited teacher competence.
Lack of training and professional development?
Insufficient teaching resources.
Students’ low motivation and proficiency.
Institutional and curriculum constraints.
Providing evidence to support the findings in Step 2.
Each category is supported by:
Teachers’ statements from interviews.
Classroom observation descriptions.
Paltridge & Starfield agree with this perspective that qualitative studies should incorporate data-driven reporting.

3. Pointing out Previous or Recent Data.3 Or?
Certain issues are highlighted as recurring problems, such as inadequate professional development and poor preparation for primary teaching English.
Their significance is indicated by their lack of interpreting the reasons or implications.

2. Discussion Section.
(Objective: to analyze, rationalize and appraise the results).
According to Paltridge & Starfield (2019), the Discussion section employs an interpretive and argumentative approach.

Move 1: Interpreting the Findings.
Why these problems occur, they’re written.
The limited capabilities of teachers are understood to be due to:.
Insufficient pre-service education.
Limited in-service training opportunities.
This action goes beyond the discovery to clarify its significance.

2: Linking Investigations to Previous Studies. Move 2.
Step 2.1: Confirming previous research.
These findings are juxtaposed with earlier studies on English teaching in Indonesia.
Similar issues reported in previous studies are cited to strengthen credibility.’
Step 2.2: Extending existing knowledge.
The research provides a unique perspective on the impact of these difficulties on primary school settings, adding to existing literature.
Paltridge & Starfield’s model emphasizes the intertextual move, which helps to position the study within the research community.

Third step involves explaining the importance of the results.?
The authors emphasize the significance of:
English teacher education programs.
Government policy.
School-level support systems.
The question of why these findings are relevant is answered by this response.

Move 4: Implications and Recommendations.
Examples of useful advice include:.
Improving professional development programs.
Setting up lessons to be adapted for the needs of children.
Strengthening institutional support.
In the same way that Paltridge & Starfield suggest, problem-solution rhetoric is an important aspect of applied research in linguistics.

3. Overall Rhetorical Pattern (Summary)
Section.
Dominant Moves.
Main Communicative Function.
Findings.
Reporting & Categorizing.
Present empirical evidence.
Discussion.
Interpreting & Evaluating.
Explain meaning and significance.

4. A Final Assessment—Based on Paltridge & Starfield, 2019.
The article highlights the distinct distinction between Findings and Discussion, which is a hallmark of well-coordinated research writing.
While the Findings section is primarily descriptive, the Discussion section provides a clear and argumentative framework for the analysis.
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5. Worksheet 3.2.5 – Analyzing the Abstract Section

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March 7, 2026 at 7:21 am #3591
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Instructions:
1. Read the Abstract section of the assigned article carefully. The article can be accessed via the link below:
  https://www.researchgate.net/publication/375362310_The_Challenges_of_English_Teachers_in_Teaching_English_at_Primary_Schools
2. Analyze the rhetorical moves using the framework proposed by Hakim et al. (2021).
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SHARING AND DISCUSSION

In this stage, students move from analyzing published articles and rhetorical moves toward identifying a potential research topic for their own study. To support this process, students are introduced to Connected Papers as a digital tool for exploring research networks and understanding how studies are conceptually connected.

A. Worksheet 3.3 – Identifying Research Topic through Literature Mapping

This worksheet aims to help you identify a research topic in English Language Education by exploring your academic interests and validating them through literature mapping using Connected Papers. The focus of this activity is on topic identification and justification based on existing research.

Instructions

Identify one research area based on your academic interest related to English Language Teaching (ELT) (e.g., teaching methods, digital tools, assessment, curriculum, teacher or student perspectives).
Formulate 2–3 key phrases or keywords that represent your area of interest.
Enter one key phrase or a representative article related to your topic into Connected Papers.
Examine the research map carefully.
Complete the worksheet individually.
Share and discuss your findings with your group and the class.

Part A - Student’s Research InterestPart B - Exploring the Research Network (Connected Papers)Part C - Identifying Research OpportunitiesPart D - Proposed Research Topic

Item	Description
Area of interest in ELT
Reason for choosing this area
Keywords / key phrases

Based on the research map generated:

List three recurring research themes related to your interest.
- Theme 1:
- Theme 2:
- Theme 3:
Identify the common research context(s) found in related studies
(e.g., EFL/ESL, school level, online learning, ESP).
Identify commonly used research methods or approaches.

Answer:

Based on the research network, identify one area that seems underexplored or less frequently studied.
Explain briefly why this area could be worth investigating.

Write one proposed research topic derived from your literature exploration.

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DRAFTING AND REFINING

In this stage, students are asked to create a draft research outline that will serve as the foundation for their future scientific article. The outline should start from a clear research title and expand into the main components of a research plan, including the background of the study, problem statement, objectives, methods, and expected outcomes. At this stage, the focus is on drafting ideas in a structured way rather than achieving perfection. Students will first draft individually, then refine their outline based on feedback from peers and the lecturer.

A. Procedures for Using AI (ChatGPT) to Develop a Research Outline

Artificial Intelligence (AI), particularly ChatGPT, plays a supportive role in academic research by assisting researchers in generating ideas, mapping research trends, identifying research gaps, and refining key research components. AI should not replace researchers’ critical thinking; rather, it functions as an intelligent research assistant. The effectiveness of AI use depends on clear, specific, and strategic prompting.

The following procedures outline step-by-step guidance for utilizing ChatGPT to develop a novel, relevant, and academically sound research outline, as demonstrated in the instructional slides.

Stage 1: Research Idea Refinement (Idea Maturation)

The objective of this stage is to identify a focused, novel, and relevant research topic that addresses a clear gap in the literature. The procedures used in this stage are as follows:

Determine a Broad Research Interest
Begin by identifying a broad area of interest based on academic background or research motivation (e.g., academic writing, technology-enhanced language learning, AI in education).
Use AI to Map Research Trends and Emerging Topics
ChatGPT is used to explore recent research trends and “hot topics” within the selected area.
Prompt Example 1 – Topic Mapping
Select a Potential Research Topic
Based on AI output and feasibility considerations, select one research topic.
Example topic:
Students’ Perceptions of TikTok as a Microlearning Tool for English Vocabulary: A Descriptive Qualitative Study

Stage 2: Identifying the Research Gap

The objective of this stage is to identify unexplored or under-researched areas that justify the proposed study. The procedures are as follows:

Collect Recent Research Abstracts
Retrieve at least 5–10 recent abstracts from Google Scholar or other academic databases.
Use AI to Analyze Research Gaps
Prompt Example 2 – Research Gap Identification
Validate the Identified Gap
Reconfirm the gap by reviewing the original articles.

Example Output of Research Gap Identification Prompt (2)

No.	Main Focus	Participants / Context	Methodology	Key Findings
1	Teachers’ and students’ attitudes toward TikTok as a microlearning tool in general EFL contexts	University students and lecturers (EFL department)	Mixed-methods	Positive attitudes toward TikTok; acceptance is influenced by perceived usefulness and ease of use.
2	The impact of TikTok on pronunciation learning	University students (EFL learners)	Mixed-methods	TikTok is effective and enjoyable for pronunciation practice; students tend to prefer native-speaker accents.
3	Students’ perceptions of learning English vocabulary through TikTok	10 university students	Descriptive qualitative	TikTok supports vocabulary learning (daily expressions, idioms, slang), but may cause distraction.
4	Students’ perceptions and motivation in using TikTok for vocabulary learning	Senior high school students (Indonesia)	Qualitative	TikTok enhances vocabulary and learning motivation; however, it is insufficient as a primary learning resource.
5	Teachers’ perceptions of social media-based microlearning for speaking skills	Primary school teachers (China)	Case study	Microlearning via social media is promising but requires learner-centered design and community support.

The example of Research Gap Statement from the previous prompt:

Stage 3: Formulating Research Questions

The objective of this stage is to formulate clear, focused, and researchable research questions aligned with the research gap. The procedures are as follows:

Transform the Research Gap into Research Questions
Use AI to Refine and Sharpen the Questions
Prompt Example 3 – Research Question Formulation
Select the Final Research Questions
The example of Recommended Research Questions from the previous prompt:

Stage 4: Determining Research Objectives

The objective of this stage is to develop research objectives that correspond directly to the research questions. It can be done by generating Research Objectives Using AI using the following prompt:

Prompt Example 4 – Research Objective Formulation

Stage 5: Determining the Research Title

According to Paiva et al., (2012), title is the most important element of a manuscript. Grant (2013) suggested that article titles should be concise, informative, and, where appropriate, give details of the research design. Thus, the purpose a title is to attract the readers in order to be interested in reading the paper. If a title is not informative, it cannot be indexed in the proper databases (Haggan, 2004). Furthermore, Swales and Feak (2004, p. 278) specified three requirements for decent research report titles: (1) the title should indicate the topic of the study; (2) the title should indicate the scope of the study; (3) the title should be self-explanatory to readers in the chosen area. This indicates that the title summarizes the main idea or ideas of your study.

Before writing a scientific article, the first step to consider is preparing the title page. This page serves as the main identity of the paper and should be arranged neatly, clearly, and in accordance with the guidelines of the target journal or institution. The essential components commonly included in a title page are the article title, author’s name, institutional affiliation, and author’s contact information. The following image illustrates the key elements that should be presented on a title page.

The objective of this stage is to generate a clear, informative, and journal-oriented research title. The procedures are as follows:

Use Research Questions as the Basis for Title Development
Generate Title Options Using AI

Prompt Example 6 – Research Title Generation

Select and Refine the Final Research Title

Ethical Considerations in Using AI

AI-generated content must not be copied verbatim into academic writing.
AI is used to support ideation, refinement, and clarification, not authorship.
All AI outputs must be verified with original scholarly sources.
Researchers remain fully responsible for academic integrity.

When used strategically, ChatGPT can effectively support researchers in developing a systematic, coherent, and competitive research outline. By following these stages (idea refinement, gap identification, question formulation, objective alignment, and title development) researchers can benefit from AI assistance while maintaining academic rigor and ethical standards.

Styles of title
When creating the title of a scientific paper, it is important to pay attention to the writing style. A good title not only reflects the content of the study but also attracts readers’ interest. Common styles of titles include:

Declarative title. These titles state the main findings or conclusions of the research directly. They provide readers with a clear idea of the study’s outcome at first glance. Example: “Contextual situation can promote prospective teachers’ creativity in posing mathematical problems.”
Descriptive or Neutral Titles. These titles simply describe the subject matter of the article without revealing the results. They tend to be more neutral and objective, focusing only on the topic under discussion. Example: “Effects of contextual situation on prospective teachers’ creativity in posing mathematical problems.
Interrogative (Question) Titles. These titles present the subject of the article in the form of a question, sparking curiosity and inviting readers to explore the answer in the paper. Example: “Can contextual situation promote prospective teachers’ creativity in posing mathematical problems?”
Compound Titles. These titles usually combine two parts: a general phrase followed by a colon and a more specific statement. They may also start with a short question followed by a descriptive phrase. Example: “Contextual Situation and Creativity: Exploring Prospective Teachers’ Problem-Posing Skills.”

B. Worksheet 3.4 – Drafting Research Outline

This worksheet guides you to transform your finalized research topic (from Worksheet 3.3) into research titles and a structured research outline. You will refine your draft through peer and lecturer feedback, simulating the academic peer-review process commonly used in journal publication.

Instructions – Drafting Research Outline (Revised for Beginner Researchers)

Research Topic
– Use the research topic finalized in Worksheet 3.3.
– Ensure that your topic is related to English Language Education (ELT), focusing on teaching, learning, curriculum, instructional models, media, or strategies.
Preliminary Reading
– Read 1–2 published journal articles with a similar or related theme to your research topic.
– These articles may serve as academic references and inspiration for your study.
– If studies with exactly the same theme are unavailable, refer to articles with closely related themes in ELT.
– Access sample articles here: Google Drive – Sample Articles
Drafting Titles
– Draft four different title styles based on your research topic.
– Titles should be clear, concise, and academically appropriate.
Research Outline – Method Section (for Beginner Researchers)
– Important: For beginners, the Method section should be simple, feasible, and realistic.
– Avoid complex designs such as:
- Systematic Literature Review (SLR)
- Research and Development (R&D)
- Large-scale experimental studies requiring advanced statistical techniques
- Multi-method or mixed-method designs beyond beginner capacity
Peer Feedback
– Exchange your draft outline with a peer.
– Provide constructive feedback on clarity, feasibility, and academic appropriateness.
Revision
– Revise your draft based on peer feedback.
– Ensure that your Method section reflects simple, realistic, and beginner-friendly research design and instruments.

Recommended Research Designs for Beginners

Research Design	Description
Descriptive Qualitative	Focuses on describing a phenomenon, e.g., classroom practices, teacher behaviors, or student experiences.
Descriptive Quantitative	Focuses on collecting numerical data from surveys or questionnaires and presenting results descriptively.
Case Study (Small-Scale)	In-depth qualitative study of one class, group, or institution; manageable sample size.

Part A - Research Topic (Final Version)Part B - Developing Research TitlesPart C - Draft Research OutlinePart C - Part D - Literature Support

Final Research Topic:

………………………………………………………………………………………………………………………………………..

Based on your finalized topic, write four versions of your research title using different styles:

Descriptive Title
Declarative Title
Interrogative Title
Compound Title

Complete the outline below by referring to relevant ELT literature you have read.

Section	Your Draft
Selected title
Target Journal
Background of the Study
Research Gap
Research Objectives and Research Questions
Methodological approach

List 1–2 journal articles that informed your topic and outline.

No	Author(s) and Year	Journal	Relevance to your study
1
2

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C. Follow-Up Activity: Wordwall Quiz on Article Title Styles

Description:
Students will participate in an interactive Wordwall activity where they will sort various sample article titles into categories based on their style: declarative, descriptive, interrogative, or compound.

Instructions:

Students access the Wordwall link: https://wordwall.net/resource/76844520
They drag and drop each title into the appropriate category.
The activity provides instant feedback—students learn whether their categorization is correct or needs review.

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