A model of research article writing sociolinguistic competence (RAWSC): Evidence from qualitative meta-synthesis and follow-up interviews

Abstract

The knowledge of sociolinguistic factors can be a remarkable component of competence in research article writing for learners' successful handling of scholarly writing tasks in English for academic purposes (EAP) programs. This study aimed to present a model of Sociolinguistics Competence (SC) in writing EAP research articles. Give this, two stages were followed. Firstly, a meta-synthesis approach was adopted to investigate the available literature on various aspects of SC and extract the latent themes and concepts in the target model. As a result, two categories emerged from the combination of five concepts and 258 codes. Secondly, an introspective stage was followed to explore the perceptions of a sampled number of EAP Iranian researchers of features of research article writing sociolinguistic competence and their difficulties relevant to the sociolinguistic aspects of writing RAs. Data for this stage came from interviews with nine Iranian EAP researchers who have published in highly prestigious journals. Conducting thematic analysis in the introspective stage resulted in 118 codes and four subcategories. The interview findings confirmed the main categories obtained from the meta-synthesis. The combination of the findings of meta-synthesis and interviews yielded a reductionist yet inclusive account of EAP research article writing sociolinguistic competence.