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This research analyzes the rhetorical moves in the Discussion and Conclusion sections of undergraduate research papers from English Specialisation students in selected Myanmar universities, using Swales and Feak’s five-move framework. The study finds that Moves 2 (Summarising key results) and 3 (Commenting on key results) are the most frequently used, while Moves 1 (Background) and 5 (Recommendations) are less common. The findings highlight the rhetorical competence of Myanmar EFL learners and provide insig

Author

Cho Mar Yi Lin

Language

EN