Presenting research gap(s) in a research article (RA), particularly in the abstract and introduction, should be considered by authors, since it functions to show the novelty of the research. As there have been limited studies on the possible variations in authors' research gap strategies and the problems in identifying research gaps, this mixed-method study aimed to fill the gaps. Using genre analysis, this study compared the use of research gap strategies in English Language Teaching (ELT) RA abstracts and introductions by three groups of authors, namely, Indonesian doctoral students, Indonesian academics, and international authors. The results of the quantitative analysis in this study indicated that the three groups share similarities and differences in using the types of research gap strategy in their ELT RA abstracts and introductions. Then, the qualitative analysis using semi-structured interviews with ten doctoral students revealed some problems encountered by them in identifying research gaps during research activities. Finally, this study demonstrates the extent to which our findings have theoretical and practical implications concerning the use of strategies in presenting research gaps in RAs.

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Abstract— This study is aimed at investigating the relationship between stu-dents’ perceived effect (PE) and their intention to use (IU) one of the English language learning mobile applications which is called Hello English, and also the differences of students’ PE and IU based on gender and experience. There are 24 male and 73 female students who completed the online survey which was admin-istered to several universities in Indonesia. The result of a bivariate correlation analysis shows a statistically significant positive relationship between students’ PE and IU, where gender differences do not have any significant influence on their PE and IU. On the other hand, students who have experienced using Hello English for more than three months perceived the effect of Hello English on their communicative competence better than those who only use it less than three months. Besides, the experienced users also show a higher intention to use Hello English to learn English in the future.

English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers' speech acts of ordering to be successful in their study.

Author stance, which echoes authors' attitudes, personal thought, and feeling within the text, can be revealed through preference of voice construction. This study aims at examining the quantitative data of active and passive voice construction used in the English Department of State University of Malang students' theses, as well as exploring the implication arising from the issue. The data in this descriptive qualitative study is taken from a corpus of English Department undergraduate theses written in 2011 to 2013. The corpus data and the frequency of both voice constructions of selected Biber's (2004) stance verbs are calculated using Ant.Conc 3.2.4 corpus software. Findings show that the frequency of active voice construction is higher than that of the passive, as much as 64.8% out of 3901 tokens of the stance verb suggest, expect, show, predict, report, believe, hope, allow are in active voice. The most frequent stance verb in active voice constructions is the verb show, while that in passive voice is the verb expect and the least frequent in both voice constructions is the verb predict. This study suggests that the frequent active voice construction found in Indonesian undergraduate theses resembles English native author's writing style. This fact may indicate Indonesian student author's determination to be acknowledged internationally.

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<p>This study aimed to investigate the English as a foreign language (EFL) university teachers’ perspective and their actual applications in providing written corrective feedback to the writing errors made by the EFL university students and their correlation. The study was based on 80 responses of a Google-Form survey distributed to EFL university teachers with various teaching experiences from the most parts of Indonesia. Correlational design was used in this research. Descriptive statistics and Pearson’s correlation tests were used to analyze data. The results indicated that the majority of teachers had perspectives that it is valuable to provide and vary the strategies of written corrective feedback. In addition, the teachers mostly applied both direct and indirect feedback in various strategies and they only sometimes provided corrections in all aspects of errors and reformulation. It was also found out that the Indonesian EFL university teachers’ perspectives in the written corrective on students’ writing errors highly correlated with their actual applications. The results of the study provide both theoretical and pedagogical implications. Theoretically, it enriches the body knowledge of feedback and EFL writing. Pedagogically, EFL teachers are also suggested to improve their knowledge on various feedback techniques and apply it in their classroom teaching and learning process.</p><p> </p>

This study aims to investigate the relationships among the aspects of writing self-efficacy and students' writing quality in the argumentative writing domain. Multiple linear regression analysis is applied to reveal how writing self-efficacy, in the aspect of ideation, convention and self-regulation, predicts the students' argumentative writing performance. The participants in this study are the fourth semester students of English language teaching department in Mahasaraswati University Denpasar enrolled in argumentative writing class (N = 135; 4 classes). The results indicate that convention selfefficacy made the largest significant contribution to students' writing quality, followed by selfregulation self-efficacy. Nonetheless, the ideation self-efficacy gives the lowest insignificant contribution to students' writing quality, although its items have been already adjusted to argumentative writing. These findings suggest that the students' perception on their ability to express ideas in an appropriate rule of written expression would best reflect their written product quality. Therefore, EFL teachers should still consider providing intensive assistance on writing conventions for their students, because students would rely more on the rules of written expression to be able to produce a high-quality writing. Besides, other researches are required to corroborate these findings in another writing domains to extend the body of knowledge of writing and writing self-efficacy.