Analysis of MA Students’ Writing in English Language Teaching: A Systemic Functional Linguistic Approach

This study explores the ways in which master thesis writers position their research field of English language teaching a context where academic literacies are still developing field. From social semiotic perspective, this paper aims to identify resources use represent object and provide justification for research. The analysis focuses on ideational textual metafunctions account patterns meanings seven introductory chapters theses teacher education. results reveal set interconnected genres—descriptions study, definitions, personal exemplum—that build shared experience with reader as well persuasive purpose text.