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Findings show persistent problems across moves, especially move 2, including counterclaiming, indicating research gaps, raising questions, and continuing established traditions. Students also struggle to write the study background, theoretical framework, and the statement of the problem due to limited awareness of the appropriate rhetorical structure.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/undergraduate-esl-studentsdifficulties-in-writing-the-introduction-for-research-reports/589491/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/undergraduate-esl-studentsdifficulties-in-writing-the-introduction-for-research-reports/589491.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study focus on?","Question",{"text":63,"@type":64},"The study focuses on difficulties undergraduate ESL students encounter when writing the introduction section of their project reports.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which framework is used to analyze the introductions?",{"text":68,"@type":64},"Swales’ Create a Research Space (CARS) model is used as the analytical framework.",{"name":70,"@type":61,"acceptedAnswer":71},"Which parts of the introduction cause the most difficulty?",{"text":72,"@type":64},"Move 2 causes the most difficulty, including counterclaiming, indicating research gaps, raising research questions from prior studies, and continuing research traditions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589491,1793134373,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 1; February 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nUndergraduate ESL Students’Difficulties in Writing the Introduction for Research Reports  \nMirrah Diyana Binti Maznun  \nDepartment of English, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Malaysia  \n[E-mail: mcdmira93@gmail.com](E-mail: mcdmira93@gmail.com)  \nRoya Monsefi  \nDepartment of English Language and Literature, Azarbaijan Shahid Madani University, Iran [E-mail: monsefi_roya@yahoo.com](E-mail: monsefi_roya@yahoo.com)  \nVahid Nimehchisalem (Corresponding author)  \nDepartment of English, Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Malaysia  \n[E-mail: vahid@upm.edu.my](E-mail: vahid@upm.edu.my)  \nDoi:10 .7575/aiac.alls.v. 8n. 1p.9  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.9](http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.9)  \nReceived: 11/09/2016  \nAccepted: 05/12/2016  \nAbstract  \nThis study was conducted to investigate the difficulties encountered by undergraduate ESL students in writing the introduction section of their project reports. Five introduction sections of bachelor of arts students, majoring in English language, were analyzed and a lecturer was interviewed regarding the areas of the students ’weaknesses. Swales’ createa-research-space (cars) model was used as the analytical framework of the study. The results revealed that students confronted problems in writing their introduction for each move especially for move 2, which consists of counterclaiming, indicating research gap, raising questions from previous research and continuing tradition. It was also found that the students had difficulty in writing the background of the study, theoretical framework, and statement of the problem which indicated their unawareness of the appropriate rhetorical structure of the introduction section.  \nKeywords: research report, introduction, undergraduate students, moves, academic writing  \n1. Introduction  \nWriting academic research papers is expected to be structured in a manner that is defined by particular norms, standards, conventions and rhetorical moves that make it different from writing for other purposes (Cargill & O’Connor, 2009) . A rhetorical move refers to each specific section of a text that performs a particular communicative function (Swales, 1990) . The structure of the undergraduate project report consists of an abstract and five sections which are Introduction, Literature review, Method, Results and discussion, and Conclusion. The role of the Introduction in general is to convey the topic or argument that authors highlight in their manuscripts. It functions as an opening, and captures the reader’s attention while introducing the significance of the study (Cheung, 2012; Hashim, 2005; Samraj, 2002 & 2005; Stapa, Tengku Mohd Maasum, & Abd Aziz, 2014) .  \nIntroduction section embodies the background of the study, the statement of the problem, objective, significance of the study, limitations or delimitations and operational definitions (Moten, 2009; Simon, 2011) . A number of studies (Fudhla, Rozimiela & Ningsih, 2014; Loan & Pramoolsook, 2014; Shehzad, 2008) have been conducted on the structures of research report/article ’s introduction based on the Create-A-Research-Space (CARS) model proposed by Swales (1990) . Apart from Swales’CARS Model, the most widely used move models for the investigation of Introduction and other genres in academic writing are six moves-structure by Dudley-Evans (1997) . Bunton (2002) revised CARS model and Bhatia’s (1993) genre analysis model and created a new model which consists of seven steps. Studies (e.g. Gecikli, 2013; Hirano, 2009; Khan & Mehmood, 2014; Stapa, Tengku Mohd Maasum & Abd Aziz, 2014) have adopted moves from one of the aforementioned move models to study the non-native s","cbCaidttnh106GW0","https://ap.wps.com/l/cbCaidttnh106GW0","pdf",205780,"English","# Introduction\n## Role and structure of the research report introduction\n## Move models and rhetorical frameworks (CARS and others)\n## English for Academic Purposes (EAP) and genre types\n## Prior research and study rationale","[{\"question\":\"What does the study focus on?\",\"answer\":\"The study focuses on difficulties undergraduate ESL students encounter when writing the introduction section of their project reports.\"},{\"question\":\"Which framework is used to analyze the introductions?\",\"answer\":\"Swales’ Create a Research Space (CARS) model is used as the analytical framework.\"},{\"question\":\"Which parts of the introduction cause the most difficulty?\",\"answer\":\"Move 2 causes the most difficulty, including counterclaiming, indicating research gaps, raising research questions from prior studies, and continuing research traditions.\"}]","Undergraduate ESL Students’Difficulties in Writing the Introduction for Research Reports | PDF",1792067465]