Comparative analysis of transition use in ELT research introductions: Thai versus international authors

Exploring how academic writing styles differ across cultures provides additional insights into scholarly communication practices. This study therefore investigated the use of transition markers in the Introduction sections of ELT research articles written by Thai and international authors, aiming to uncover the differences on their academic writing. Using a mixed-methods approach, the research analyzed 50 introductions from two reputable Scopus-indexed journals, focusing on the frequency and types of transitions employed in the primary move structure based on Swales’ CARS model (2004): Move 1: Establishing a Territory, Move 2: Establishing a Niche, and Move 3: Presenting the Present Work. The findings revealed that Thai authors (TA) utilize transition markers more extensively, emphasizing explicit connections to enhance clarity and coherence. Conversely, international authors (IA) demonstrate a preference for a minimalistic approach, using fewer transitions and relying more on reader inference. The study highlights significant rhetorical and stylistic differences influenced by educational and cultural backgrounds. The study offers insights for designing targeted academic writing instruction to accommodate diverse rhetorical preferences in global scholarly discourse.