A corpus-driven study of gratitude in English acknowledgements by Arabic-speaking MA students: constructing L2 academic writer identity

Abstract

This study focuses on the domain of acknowledgment composition in English by Master’s level students who are Arabic speakers and learning English as a foreign language at the University of Jordan. Its aim is to offer insights into the patterns of expression that predominate in their gratitude expression. By adopting Hyland’s framework, the study explores how often specific rhetorical strategies are used in acknowledgment sections. A corpus of 50 English acknowledgments, collected from existing texts from the years 2015 to 2023, was compiled. The results showed the prominence of the thanking move in these acknowledgments, affirming its universal significance in academic writing. The results also revealed that cultural and linguistic factors play a significant role in shaping the expression of gratitude. That is, based on the post-structuralist approach to identity, the analysis reveals how Arabic-speaking MA students reconcile their identity as L2 academic writers by incorporating culturally-specific expressions of gratitude in their acknowledgments and adjusting academic conventions to match their linguistic and cultural norms. During this process, students establish and express their cultural identity while managing the intricacies of academic writing in English. The study paves the way for further research on variations in acknowledgment practices across different cultures, intercultural comparisons, and how such investigations can facilitate English language learning among foreign language learners.

Keywords:

• Acknowledgements
• academic writing
• MA students
• L2 academic writer identity

REVIEWING EDITOR:

• Jeroen van de Weijer, College of International Studies, Shenzhen University, Guangdong, China

SUBJECTS:

• Applied Linguistics
• English Language
• Stylistics

1. Introduction

Acknowledgments are a common element in academic writing and are frequently employed in the context of research articles, books, and are increasingly becoming a prominent part MA dissertation (Giannoni, 2002). Similar to abstracts and introductions, acknowledgments and dedications hold an important role in research (Rofess & Mahmood, 2015). These forms of writing are also present in published studies across various disciplines, time periods, and geographical locations (Ferreira et al., 2023).

In addition, dedications and acknowledgments offer authors a chance to shape their professional identity, show appreciation for contributors to their academic journey, and dedicate their work to meaningful individuals, causes, or principles (Yang, 2012). These expressions of gratitude are influenced by cultural norms, linguistic variations, and societal values that shape how individuals from diverse backgrounds convey appreciation. In addition, acknowledgments are valuable because they provide insights beyond just funding details but also, they uncover hidden contributors, the researcher’s collaboration style, the research environment, and various academic aspects (Smirnova & Mayr, 2023).

Hyland and Tse (2004, p. 260) argued that acknowledgments in dissertations represent a unique genre with a well-defined purpose and specific placement within these academic works. Hyland (2004) proposed three main moves that should be included in the acknowledgments, namely thanking, reflecting, and announcing moves. These moves establish a structured approach for conveying ­appreciation and recognizing the support and contributions received during the research process. The thanking move encompasses various aspects, such as acknowledging participants, expressing gratitude for academic guidance, resources, and emotional support. Its purpose lies in attributing credit to both individuals and institutions while introducing those deserving of thanks. The reflecting move enables authors to engage in self-reflective commentary on their research journey, sharing insights into their personal experiences and the lessons acquired. Finally, the announcing move includes taking responsibility for any research limitations or errors and may include a formal dedication of the thesis to individuals who have had a significant impact on the author’s academic and personal development.

Collectively, these moves enable authors to effectively convey their gratitude and appreciation while providing depth and context to the acknowledgments section (Hyland, 2004). Despite the widespread adoption of this practice, it is not obligatory for MA students in numerous countries to include acknowledgments when submitting their dissertations. In the context of Arab countries, acknowledgments in academic MA dissertation are a vital part of the writing format and they are considered a crucial and obligatory element of the dissertation (Al-Ali, 2009).

While Al-Ali (2009) analysed gratitude expressions, including a broad sample of acknowledgments written by PhD students who graduated from American, British, Canadian and Australian Universities, representing different nationalities (e.g. Syria, Lebanon, Saudi Arabic and others) and majoring in different academic disciplines (e.g. Political Science, Sociology, Marketing, Psychology and others), our study narrows its focus to graduates of Jordanian Universities and a specific academic context, i.e. Jordan and two majors, namely, English literature and applied linguistics. Furthermore, Al-Jamal and Darwish’s study (2012) which also examined gratitude expressions in English acknowledgments by Arabic-speaking MA students in Jordan and the USA, it is predominantly qualitative and contrastive in nature, emphasizing cultural differences in acknowledgment practices between English and Arabic in Jordan and the USA. In contrast, our study aims to provide both a quantitative and qualitative analysis of gratitude expressions in acknowledgment employed by a specific subgroup of students within a particular academic discipline. Therefore, our research contributes to the existing literature by offering a more focused examination of acknowledgment writing practices among a distinct cohort of Arabic-speaking EFL MA students. In addition, our data collection occurred in between 2015–2023. This timeline reflects a contemporary snapshot of acknowledgment writing practices among Arabic-speaking EFL MA students majoring in English literature and applied linguistics at the University of Jordan. Thus, our study offers insights into current practices. Finally, unlike Al-Ali (2009) and Al-Jamal and Darwish’s study (2012), this study highlights the difficult process of constructing the identity of academic writers in a second language (L2) among Arabic-speaking MA students, adopting a post-structuralist approach to identity. It demonstrates the complex relationship between cultural, linguistic, and academic factors in how gratitude is expressed in acknowledgments. This approach exemplifies how students navigate cultural norms and academic traditions, ultimately molding their distinct writing styles and identities in academic discourse.

According to Swales (2004), the significance of understanding different types of writing styles, known as "genre knowledge," has been well-recognized for more than twenty years in helping language learners in comprehending and mastering academic, professional, or educational communication. Bhatia (1993, p. 18) argues that genres are not fixed structures but rather dynamic expressions of social interaction designed to fulfill particular communication objectives within specific settings. He contends that by discerning the fundamental communicative strategies inherent in genres, researchers can reveal the deliberate decisions writers make to successfully achieve their communication aims.

Moves analysis, as outlined by Bhatia, entails a methodical examination of the series of actions or procedures writers utilize to complete particular communicative objectives within a genre. These actions are not random but are influenced by the established practices, anticipated outcomes, and societal conventions prevalent within the discourse community associated with the genre.

Consequently, the genre-based approaches, which build a theory of language intertwined with societal insights and a credible teaching method rooted in text and context research, have significantly influenced our perception of language use and literacy education globally (Hyland, 2004). In the world of academic writing, researchers have closely examined and analyzed many types of writing, like essays or reports. However, the genre of acknowledgments has not received the same level of attention and has thus remained relatively unexplored. As a consequence, we have limited knowledge about how acknowledgments are structured and how gratitude is expressed within them (Hyland, 2003).

Moreover, Paul-Hus and Desrochers (2019) have pointed out the importance of acknowledgments in academic writing, highlighting it as a crucial aspect. They stress that acknowledgments provide students with a vital way to show appreciation to their mentors and supporters. In dissertation acknowledgments, students can convey their respect for those who have been significant in their academic journey and life (Nkemleke, 2006). Additionally, Giannoni (2002) has argued that acknowledgments also function as a tool to strengthen relationships with academic peers and professional communities while expressing gratitude. Based on this, it can be proposed that acknowledgment, as a special kind of writing, deserves more attention and recognition.

2. Literature review

2.1. L2 academic writer identity

Previous research studies explored the connection between language and identity by adopting a variationist approach (see Hazen, 2002). Variationists have examined how social variables, such as socioeconomic class and gender, are related to the use of linguistic variables, such as tag questions or vernacular grammar (Drummond & Schleef, 2016). Recently, researchers have started using a poststructural viewpoint to analyze the relationship between language and identity. According to this perspective, identity is seen as an ongoing and dynamic process (Swann et al., 2004, pp. 140–141). This implies that identity is primarily formed through language or discourse. The latter suggests that identity is not inherent, predetermined, or stable, but rather it is formed and reshaped by individuals’ engagements with others in different situations. Therefore, individuals can possess multiple identities, each of which may hold varying degrees of significance or prominence depending on the specific moment or situation.

The process of constructing one’s identity has been examined in verbal communication, as explored by Eggins and Slade (2004) and Qaddoumi et al. (2023). However, identity is a concern not only in spoken communication but also in written communication. An example of this is the writing produced by students in an academic setting. Hyland (2002) argues that students are frequently instructed to adopt an impersonal and detached writing style in their academic work. Academic writing, independent of the specific topic of study, is generally characterized by some key traits like as objectivity, formality, clarity, accuracy, and organization. Various perspectives have been put out addressing the characteristics of language specific to different genres, particularly in the context of academic writing. For example, Hutchinson and Waters (1987) identified a clear differentiation between the specialized language used in a certain field, such as linguistics, and the language used in the various genres within that field. The latter studies proposed that the main manner in which language displayed variations between specialist fields was through the utilization of specialized and technical terminology, rather than through the usage of language distinctive to particular genres. However, recent advancements in corpus studies have presented arguments that contradict this idea. Specifically, these research studies have demonstrated that by analyzing real texts rather than depending on personal opinions, variations in language can be identified across many genres, highlighting the intricacy of communication. An instance of corpus-informed discourse analysis is demonstrated by Hyland (2009), in which the texts produced by students were examined to reveal how they construct their academic writer identity, which can be discerned by their readers.

According to the academic literacies perspective on academic writing, the process of acquiring the ability to write in academic contexts is comparable to acquiring a range of language practices. The latter are founded upon intricate assemblages of discourses, values, and identities. From this standpoint, students acquire the ability to transition between different linguistic practices in various contexts. They develop an understanding of the rationale behind these transitions and the implications associated with each position (Paltridge, 2021). Specifically, comprehending the appropriate usage of linguistic practices entails comprehending the specific demands that each level of academic inquiry imposes on writers in terms of their knowledge and attitudes. Additionally, it involves comprehending how these demands are manifested through language.

Considering this, building writer identity is a greater challenge for second language (L2) writers. As stated by Fox (1994), this frequently occurs because second language authors bring a distinct writer’s voice from their native language environment to the context of writing in their second language (L2). Second language learners who have expertise in their field may struggle with the task of suppressing their own perspective and adopting a beginner’s mindset when writing in their second language. In this study, we explain how Arabic-speaking MA students who write their acknowledgments in English construct their L2 academic writer identity.

2.2. Move analysis

Move analysis, first developed by Swales (1981), is a way to understand how research articles are organized. This method has led to a lot of research on how text is analyzed in academic and professional settings (Biber et al., 2007) but also plays a crucial role in identifying the functional pieces of a text that help it achieve its overall purpose (Connor et al., 2007). Consequently, move analysis is a valuable tool for studying how texts are structured in academic writing across different subjects (Kurniawan & Sabila, 2021).

In move analysis, we use two important elements, namely moves and steps. Swales (2004) define a move as a coherent part of communication that serves a specific function in written or spoken language. In essence, a move is a piece of analysis within genre study that is closely tied to its purpose. On the other hand, a step is a smaller part of a move that works together with various elements to accomplish that move (Kanoksilapatham, 2005).

With regards to acknowledgements, Giannoni (2002) was the first researcher to look at the differences between English and Italian research article acknowledgments. He found two main parts, one that is optional at the beginning and another that is required where credit is given. This required part has three steps: recognizing institutions, people, and taking responsibility. His study showed that the structure of acknowledgments in journal articles not only varies by academic field but is also influenced by the practices of different countries (Giannoni, 2002).

Building on Giannoni’s work, Hyland (2004) studied how people express gratitude in acknowledgments in PhD and MA dissertations written by 240 non-native speakers of English from Hong Kong, studying in six different academic fields like engineering, computer science, business, biology, linguistics, and public administration. He found three main parts in these acknowledgments: a reflecting move, a thanking move and an announcing move. The results of this study showed that acknowledgments do not just help scholars sound academic; they also show the social and cultural aspects of acknowledgments in specific situations (Hyland, 2003, p. 266).

2.3. Previous studies

2.3.1. English-language studies

Al-Ali (2009) examined the general format of English PhD dissertation acknowledgements written by Arab non-native English speakers who graduated from Western universities. These students major different field in the humanities and social sciences and belong to different Arab countries. The aims of the study were to determine what elements of the discourse genre the writers use to express gratitude in their acknowledgements. The study also looked at the etiquette and academic and sociocultural conventions that control their acknowledgment behavior. A corpus of 100 acknowledgements from 100 PhD dissertations were analyzed using Hyland’s Hyland (2004) proposed generic structural analysis method. The findings indicated that eight strategic elements made up this genre—six of which are “thanking” gestures and two of which are optional (“Reflecting” and “Expressing responsibility”). These component movements reflect the writer’s scholarly, sociocultural, and personal identities.

Mingwei and Yajun (2010) conducted research on English-language acknowledgments found in 20 MA and PhD dissertations written by students in mainland China. Their aim was to uncover the typical structure and word patterns used to carry out the moves and steps within these acknowledgments. They focused on graduates applying for degrees in English language and literature, linguistics, and applied linguistics. The results of their study revealed that Chinese writers largely adhered to the "three-tier structure" identified by Hyland and his colleagues. However, various contextual influences such as academic, socio-cultural, or geographical distinctions among the three environments also influenced how moves were constructed and linguistic elements were chosen. The analysis revealed that the language used rhetorically in our dataset tended to be straightforward, emotive, and assertive. Additionally, a novel stage referred to as ‘Making a Confession,’ not previously noted in the other two settings, was uncovered in this investigation.

Al-Jamal and Darwish (2012) examined and contrasted the structure and linguistic characteristics of gratitude expressions found in acknowledgements of English MA theses written by Arabic native speakers in Jordan with similar texts written by native English speakers in the USA. To this end, a corpus of 100 texts, with fifty texts for each, was analysed to examine the many rhetorical components employed by writers to express gratitude, as well as the influence of socio-cultural elements on the development of these genres. The texts were chosen at random from various colleges in Jordan and the United States. The results reveal the effect of culture on gratitude practices in Jordan and the USA.

Jaroenkitboworn’s Jaroenkitboworn (2014) study also investigated the acknowledgments written by EFL PhD students, examining the structure and language used in these acknowledgments. The study adopted Hyland’s Hyland (2004) framework. These students were highly proficient in English and specialized in the field of English language. The study found that among the three main parts, the thanking part was considered necessary, while the announcing and signing-off parts were seen as optional. The study also revealed that it did not find a reflecting part (M1). Additionally, the thanking part was modified to express gratitude for different types of support, such as data, documentation work, and financial assistance. Furthermore, the study introduced a concluding thanks as the final step in the thanking part. Another change to Hyland’s framework was the inclusion of a signing-off part, which only included the researcher’s name.

2.3.2. Arabic-language studies

Al-Ali (2010) examined the structural and linguistic aspects of expressions of gratitude found in the acknowledgments accompanying Ph.D. dissertations written in Arabic. The analysis is based on a corpus of 100 Arabic acknowledgments from Ph.D. dissertations in the soft sciences authored by native Arabic speakers. A genre analysis through discourse reveals that Arab writers tend to incorporate specific socio-cultural elements such as praising and thanking Allah that serve as contextual cues, referencing religious beliefs, academic norms, and societal conventions relevant to Arab writers. Furthermore, they make use of particular forms of address and honorifics, along with a variety of gratitude expressions that vary in intensity, tailored to different audiences and reflecting the intricate relationships they maintain with members of the academic and social communities. In terms of moves, Al-Ali’s analysis likely included moves such as thanking, reflecting, and announcing, similar to those identified in other studies of acknowledgment sections.

2.3.3. Other-language studies

Alemi and Rezanejad (2016) conducted an examination of the typical structure found in acknowledgments sections of Persian dissertations across diverse fields within both the hard and soft sciences. 503 acknowledgments from Persian dissertations spanning the years 1981 to 2014 and representing sixteen disciplines in Iran’s major universities were examined. The total word count analyzed was 65,323. The study revealed a consistent three-tier pattern in how Iranian university students structure their dissertation acknowledgments. This pattern involves a “Framing move” with six micro steps, a main "Thanking move" with nine micro steps, and a “Closing move” with four micro steps. Additionally, the examination showed that acknowledgments varied in length, with the longest being 986 words and the shortest being 4 words. Notably, there was a significant difference in the complexity of acknowledgments between hard science disciplines like law, physical education, and history and soft science disciplines like physics and computer.

Interestingly, Zare-Ee and Hejazi (2019) conducted a study to explore how acknowledgments are written by both native Persian speakers and native English speakers. They used Hyland’s Hyland (2004) framework to analyze 150 acknowledgment sections from theses and dissertations. The findings affirmed prior research results, demonstrating that acknowledgments crafted by native Persian speakers, both in Persian and English, incorporate all the moves and steps delineated by Hyland, alongside an additional phase termed ‘gratitude to God.’ Notably, the utilization of this phase varied significantly between Persian and English compositions (84% in English and 100% in Persian; X²= 1.63, p ≤ 0.05) and among different authors (84% Persian and 34% English; X²= 28.17, p≤.05). ‘Acknowledging responsibility’ and ‘dedicating the thesis’ were less frequently utilized by all authors, while ‘expression of gratitude’ and ‘contemplative expression’ were more commonly employed.

Acknowledgments play a crucial role in expressing gratitude and recognizing the support and guidance received throughout the research journey. However, the distinct context of acknowledgment writing in English by Arabic-Speaking MA students remains a relatively unexplored area with its unique structural intricacies. These intricacies may include the use of culturally-specific expressions of gratitude, the incorporation of religious references, and the adaptation of academic conventions to align with Arabic linguistic and cultural norms. While existing studies have provided valuable insights into acknowledgment structures and language usage in academic writing across different countries, a noticeable gap exists concerning the specific practices of Arabic-Speaking MA students. This gap in the literature underscores the need for further research to offer a more comprehensive perspective on the dynamics of acknowledgments in the academic writing of Arabic-speaking students.

While existing taxonomies outline these moves, there remains a gap in understanding how they manifest within English acknowledgments authored by Arabic-speaking MA students. Adopting a post-structuralist approach to identity, this study also analyses how these writers construct their L2 academic writer identity when expressing gratitude in their acknowledgments. This gap is particularly notable given the cultural and linguistic nuances that influence expression and communication styles within this demographic. Thus, this study seeks to bridge this gap by examining the organization and frequency of rhetorical moves within acknowledgment sections authored by not Arabic-speaking MA students, but also those who major in English literature and applied linguistics. In particular, the study aims to answer the following questions:

1. What is the frequency of thanking, reflecting, and announcing moves found in the English acknowledgements written by Arabic-Speaking MA students who are studying English literature and applied linguistics?

2. How do Arabic-speaking MA students construct their L2 writer identity through the generic structures of moves in their English acknowledgments?

3. Methodology

3.1. Data collection procedures

This study explores acknowledgments written by Arabic-Speaking MA students in the fields of English literature and applied linguistics. The acknowledgments, which were written in English, were extracted from the dissertations of students at the University of Jordan. It is worth noting that the proficiency level of all these students is standardized, as they are required to achieve an IELTS score of 6.5 for admission. This study employs a qualitative research methodology, specifically a descriptive design, to gain an understanding of and provide a description of acknowledgments written by Arabic students pursuing their MA degrees in English literature and applied linguistics. The research also utilizes the moves analysis method to reveal frequencies and the structural elements present in these acknowledgments.

For this research, we collected the data from the EZLibrary, which is a well-respected academic resource library containing a wide range of academic theses, dissertations, and research papers written by students from different universities. Three primary criteria were employed to select the acknowledgments included in this study: (1) they had to be from academic dissertations written by Arabic-Speaking MA students; (2) these students had to be majoring in either English literature or applied linguistics. We chose these fields because they are closely connected to the study of the English language and its literature. Examining acknowledgments in these fields provides us with the chance to gain insights into the subtle strategies used by Arabic-Speaking MA students when expressing their thanks in English. The interaction between language proficiency, cultural norms, and academic discourse becomes particularly significant, making it a relevant choice for our study. Additionally, (3) we included acknowledgments from a variety of publication years, spanning from 2015 to 2023. We adopted these criteria to ensure a diverse and representative sample.

A corpus of 50 acknowledgments was manually collected. This combined corpus consisted of 22,564 words. The sample was purposively selected to ensure representation across various academic disciplines within English literature and applied linguistics. Acknowledgments were extracted from the selected documents, simultaneously recording essential metadata, including the source, publication date, and specific fields of study. This step was critical in organizing the acknowledgments systematically for subsequent analysis. Including metadata ensured that the acknowledgments were contextualized within their respective publication contexts, temporal periods, and disciplinary backgrounds. Since the acknowledgments were publicly available online through the EZLibrary, no special permissions were required. Personal information such as names, departments, and contact details were removed from the acknowledgments to ensure compliance with ethical guidelines and protect the privacy of individuals mentioned.

3.2. Data analysis procedures

After data collection, the acknowledgments were coded and categorized based on Hyland’s Hyland (2004) rhetorical moves of thanking, reflecting, and announcing. In this study, Hyland’s Hyland (2004) model for analyzing acknowledgments was adopted because it was originally developed to analyze acknowledgements written by non-native speakers of English across various disciplines at five Hong Kong universities. Hyland’s model, however, was chosen over alternative models developed by Al-Ali (2010) for Arabic-speaking PhD students since his model applies to those who write in Arabic.¹ Hyland’s model has been extensively cited and used in research on academic writing practices, demonstrating its robustness and applicability. In addition, the model developed by Al-Ali (2009) applied to graduates of Western universities who belong to different disciples and nationalities. Following a corpus-driven approach in which all the data is manually analysed (see Zibin, 2021), each acknowledgement was meticulously analyzed in order to identify these rhetorical moves and examine their structural elements in detail. To enhance consistency and reliability, the coding scheme underwent iterative refinement and validation processes. The coding system was validated by inter-coder reliability checks, and any inconsistencies were resolved by the study team through thorough discussion and collaboration.

Thematic analysis was utilized to identify recurrent themes and patterns in the acknowledgments, in addition to the rhetorical devices (see Altakhaineh & Zibin, 2021). This required determining recurring themes, thankfulness expressions, and connections between acknowledgements and their contexts. In addition to identifying rhetorical devices, thematic analysis offered better understanding of the underlying themes and discourses found in the acknowledgments. The language and cultural background of Arabic-speaking MA students was closely considered at every stage of the investigation. Table 1 shows the main moves of the acknowledgments.

Table 1. Hyland’s Hyland (2004, p. 308) Move Structure of Dissertation Acknowledgements.

1. Reflecting move	Introspective comment on the writer’s research experience
2. Thanking move	Mapping credit to individuals and institutions
a. Presenting participants	Introducing those to be thanked
b. Thanking for academic assistance	Thanks for intellectual support, ideas, analyses, feedback, etc.
c. Thanking for resources	Thanks for data access and clerical, technical or financial support
d. Thanking for moral support	Thanks for encouragement, friendship, sympathy, patience, etc.
3. Announcing move	Statements delineating responsibility and inspiration
a. Accepting responsibility	An assertion of authorial responsibility for flaws or errors
b. Dedicating the thesis	A formal dedication of the thesis to an individual(s)

4. Results and discussion

The first research question aimed to determine the frequency and distribution of specific moves within English acknowledgments written by Arabic-Speaking MA students. The analysis of 50 acknowledgments revealed different patterns in the use of these moves, shedding light on the prevalent practices within this academic community. Table 2 shows the frequency of each move in the collected acknowledgements:

Table 2. Frequency and percentage distribution of moves in English acknowledgments written by Arabic-speaking MA students.

Move	Estimated frequency	Estimated percentage
Reflecting move	0 acknowledgments	0%
Thanking move (presenting participants)	8 acknowledgments	16%
Thanking move (academic assistance)	33 acknowledgments	66%
Thanking move (resources)	17 acknowledgments	34%
Thanking move (moral support)	25 acknowledgments	50%
Announcing move (accepting responsibility)	0 acknowledgments	0%
Announcing move (dedicating the thesis)	1 acknowledgment	2%

As shown in Table 2, the results revealed that the "Reflecting Move" and both "Announcing Moves (Accepting Responsibility and Dedicating the Thesis)" were notably missing. This indicates that introspective comments and formal declarations of responsibility and dedication are rarely employed in this set of acknowledgments. It points to a distinct style of acknowledgments among the students, which may not prioritize these particular moves. It was clearly noticed that students write their dedications in a separate part and they do not include them as a move in the acknowledgements. Because of this, the announcing move (Dedicating the Thesis) is not frequent in the corpus. Following closely, the "Thanking Move (Moral Support)" appeared in 25 acknowledgments, which accounts for half of the total acknowledgments. This highlights the significance of expressing gratitude for emotional support, friendship, and personal support networks. It is evident that the authors value the role of their social support systems in their academic pursuits. With regards to the "Thanking Move (Resources)", it was present in approximately 17 acknowledgments, reflecting 34% of the total acknowledgments. This emphasizes the acknowledgment of various resources, including data access, financial assistance, and research materials.

With regard to the second research question, it is noticed that the English acknowledgments written by Arabic-Speaking MA students follow certain generic structures and patterns. Students do not fully follow Hyland (2004) acknowledgment framework and they do not apply all the moves in their writing. In academic writing, acknowledgments typically adhere to certain conventions in terms of their structure and content. This result suggests that Arabic-Speaking MA students may not have a complete understanding of these structures and language techniques commonly used in English academic writing. Their previous experiences with academic writing in their native language or educational backgrounds might not have introduced them to the typical practices in English acknowledgments.

Arabic-speaking MA students may demonstrate different acknowledgment structures and patterns compared to Western rhetorical norms. These differences can stem from various factors, including linguistic backgrounds, educational experiences, and cultural influences. Acknowledgments reflect not only linguistic proficiency but also cultural values and academic conventions specific to a particular context. Their structures encompass expressions of appreciation, recognition of academic and institutional support, and the mention of personal relationships that have played a role in their academic journey.

A prominent aspect of acknowledgments written by Arabic-speaking MA students is their gratitude towards their academic advisors and mentors. These mentors play a crucial role in guiding students through the complex process of academic research and are highly respected. For example, students often praise their advisors for their patience, motivation, enthusiasm, and extensive knowledge, which greatly contributed to the successful completion of their dissertations. This deep appreciation for academic mentors highlights the transformative impact these individuals have in shaping the students’ academic journeys, turning them into well-guided academic pursuits.

In comparison with other studies (Jaroenkitboworn, 2014; Mingwei & Yajun, 2010; Zare-Ee & Hejazi, 2019), it is notable that a substantial number of acknowledgments in the current study incorporate expressions of praise and thanks to God, which is a prominent cultural aspect. It was clear that cultural factors emerge as pivotal determinants shaping the expression of gratitude within academic writings. References to Islamic scriptures, such as prophetic sayings or Qur’anic verses, are prevalent, reflecting the profound influence of religious beliefs on acknowledgment practices. In more than half of these acknowledgments, the students aimed to express their belief in a famous saying from Prophet Mohammed. The saying goes like this: “if anyone does you a kindness, recompense him; but if you have not the means to do so, pray for him until you feel that you have compensated him” (Sunan Abi Dawud, 1672). Many students referred to this saying to explain and justify their thanks.

Moreover, cultural values emphasizing humility and communal bonds are evident, as students prioritize acknowledging the support of family members, mentors, and community figures. Such acknowledgment practices not only convey gratitude but also serve as affirmations of cultural identity and communal values within the academic discourse. Therefore, understanding the intricate interplay between cultural factors and acknowledgment writing is crucial for deciphering the nuanced expressions of gratitude among Arabic-speaking MA students.

This shows how culture, social rules, and religious ideas played a clear role in this part. This finding is in line with Al-Ali (2010) who found that PhD students who wrote their acknowledgments in Arabic used Qur’anic verse and prophetic saying at the beginning of their acknowledgments. This emphasizes the profound influence of culture in shaping how appreciation is conveyed in academic writing within this specific setting. This unique approach represents the substantial impact of cultural norms and values on the process of writing acknowledgments, highlighting that the cultural context plays a crucial role in shaping how acknowledgments are formulated.

According to Castleton (2006), people often thank and praise God a lot in academic writings because they do it frequently in their daily lives too. This habit comes from thinking about how much influence God has on everything in human life. Castleton explains that native Arabic-speaking Muslims, because they feel a strong connection to their religion and God, see daily events in terms of God’s involvement. They believe that God is the source of inspiration, health, patience, and strength. Following the rules in the Qur’an, expressing thanks and praise to God for His kindness is thought to bring more blessings and make people closer to His kindness (Al-Ali, 2010).

In contrast to Al-Ali (2010) study, the majors of the selected students in our study were only English literature and applied linguistics, which could be regarded as more uniform. That is, Al-Ali’s study included acknowledgments from various majors such as Arabic Literature, Religion, Islamic Studies, Psychology, Education, Political Sciences and others, eliciting some acknowledgments that were found under sections such as ‘Introduction’ and ‘Dedication’. Thus, some acknowledgments in his data included dedications. The dissertations were also written in Standard Arabic and while students have to pass a proficiency exam of Standard Arabic to graduate, there is no test that measures their Arabic language proficiency upon entering these majors. Thus, the students’ majors and their proficiency in Standard Arabic were not taken into account in Al-Ali’s study. Our study takes language proficiency level and major into account, while not directly measuring their impact, to shed light on the potential impact of language proficiency on acknowledgment practices.

Exploring the potential impact of the major and language proficiency on acknowledgment practices entails investigating how relatively high levels of English proficiency among Arabic-speaking MA students as well as specializing in English may shape the content and structure of their acknowledgments. Higher proficiency levels might enable students to employ more sophisticated language, utilize a wider array of rhetorical strategies, better understand academic conventions, and navigate cultural nuances effectively. Conversely, lower proficiency levels may lead to simpler language use, limited rhetorical variety, challenges in adhering to academic norms, and potential difficulties in reconciling cultural preferences with academic expectations.

In addition to advisors, acknowledgments also consistently show gratitude to committee members and other academic supporters who have given valuable help and advice throughout the research. These people are thanked for providing important insights and feedback that really affect the final academic work. Beyond the academic world, acknowledgments also often thank family members for their constant support and encouragement, showing how important family is in the students’ academic success.

Moreover, these acknowledgments frequently acknowledge the essential role of colleagues, friends, and fellow students who provide emotional support, share experiences, and sometimes even help with the academic work. This highlights how academic work often involves collaboration and a sense of community. Additionally, a few acknowledgments point out the support they got from external sources like scholarships, foundations, or government organizations, showing how financial or resource help has been important in their academic journeys. Most of the acknowledgments stated a big thanks for spiritual or religious support, showing how faith played a part in their academic accomplishments. Table 3 below shows samples from the generic structure that the Arabic-Speaking MA students used in writing the acknowledgments:

Table 3. Samples from the Arabic-speaking MA students’ acknowledgments.

Move	Sample 1	Sample 2
Reflecting move	–	–
Thanking move (presenting participants)	"I would also love to thank my beloved father and mother for believing in me, backing, and supporting me all the time." (acknowledgment 5)	"Thanks are also due to the participants in the study: tutors, student teachers, co-operating teachers, supervisors, school principals, and classroom students." (acknowledgment 20)
Thanking move (academic assistance)	"My sincere thanks also go to [names of the professors] for offering me notable suggestions related to my work during my attendance of the interesting courses I had taken under their friendly supervision." (acknowledgment 41)	"A special thank you goes to my advisor [name of the professor], who recommended me to the join this program and chaired my research committee." (acknowledgment 12)
Thanking move (resources)	"I am deeply grateful to the [Center] for granting access to their equipment, and technical support" (acknowledgment 35)	"Special thanks are due to the [Institution] for awarding me the [Scholarship/Grant]." (acknowledgment 40)
Thanking move (moral support)	"Special gratitude is owed to my academic mentor, [Name], whose mentorship, guidance, and belief in my potential”. (acknowledgment 43)	"I am deeply grateful to my spouse, [Name], for their unwavering encouragement, understanding, and patience during the challenging phases of this research journey". (acknowledgment 9)
Announcing move (accepting responsibility)	–	–
Announcing move (dedicating the thesis)	“I’ll be dedicating this work to the martyrs of discrimination.” (acknowledgment 2)	–

This study explores acknowledgments written by Arabic-Speaking MA students in the fields of English literature and applied linguistics. When we compare these findings to earlier studies, particularly the work done by Hyland (2004), some notable differences become apparent. Although both sets of acknowledgments include a "Thanking Move," the acknowledgments from Arabic-Speaking MA students place a stronger emphasis on this expression of gratitude. This could be because of cultural and language differences in how acknowledgments are put together in different places. Cultural influences can lead to differences in the tone, depth, and extent of gratitude expressed in acknowledgments, reflecting the unique norms and values of each cultural group. Moreover, in these acknowledgments, the thanking part often comes before the Reflecting and Announcing moves, which were less commonly used in this context. This suggests that English acknowledgments in the context Arabic-speaking MA students may not strictly adhere to the traditional structure of writing acknowledgments as identified by Hyland (2004). Thus, it could be proposed that cultural or linguistic factors influence the way gratitude is expressed, or that these students have created their own special rules for writing acknowledgments. In particular, cultural norms related to humility, respect, and social relationships can significantly impact the language, tone, and content of acknowledgments. These acknowledgments may incorporate expressions of gratitude not only to academic advisors but also to a wider network of individuals, reflecting the cultural significance of community and social connections. Moreover, religious and spiritual influences, as well as linguistic nuances, play a role in this adaptation, highlighting the rich diversity in academic writing practices stemming from various cultural backgrounds.

Concerning the construction of L2 academic writer identity based on the post-structuralist approach, the development of L2 academic writer identity among Arabic-speaking MA students, specifically in relation to expressing gratitude in acknowledgments, is shaped by a wide range of cultural, linguistic, and academic influences. One could argue that cultural or language issues have an impact on how gratitude is shown, or that these students have developed their own unique guidelines for writing acknowledgments. Specifically, the style, tone, and content of acknowledgments can be greatly influenced by cultural norms pertaining to humility, respect, and social interactions. The acknowledgments may include statements of thanks not only to academic advisors but also to a broader range of individuals, highlighting the cultural importance of community and social relationships. Furthermore, the adaption process is influenced by religious and spiritual factors, as well as subtle language distinctions. These factors emphasize the extensive range of academic writing practices that originate from many cultural origins.

The utilization of culturally-specific manifestations of gratitude among MA students who speak Arabic highlights the complex interaction between language, culture, and identity in the context of L2 academic writing. Through including religious expressions and displays of modesty into their acknowledgments, students affirm their cultural heritage while struggling to conform to academic norms. The combination of cultural and academic norms results in a distinct writing style that mirrors the students’ process of defining their L2 academic writer identity.

Moreover, the adjustment of academic traditions to conform to Arabic linguistic and cultural norms implies a continual process of negotiating and constructing L2 identity academic writer identity (cf. Al-Ali, 2009). When students write in English for academic purposes, they may place more importance on personal connections and relationships rather than formality when expressing gratitude. The deviation from conventional academic structures not only displays the impact of culture but also exemplifies the students’ ability to shape their academic writer identity based on their cultural and linguistic background. Thus, it can be suggested that the development of L2 academic writer identity among Arabic-speaking MA students in relation to expressing gratitude in acknowledgments is a multifaceted and dynamic process that is shaped by cultural, linguistic, and academic elements. Via recognizing the impact of cultural and linguistic factors on academic writing practices, we can better understand how students navigate their L2 identities within academic wiring.

Understanding these cultural intricacies is crucial for a comprehensive analysis of acknowledgment practices across different contexts. The findings of this study are in line with Mingwei and Yajun (2010), who also observed variations in the structure of acknowledgments. While both contexts use the three main moves of thanking, reflecting, and announcing, how closely these moves are followed and how they are organized can be different.

In our analysis, we found that despite the disciplinary differences between literature and applied linguistics, there were notable similarities in the structural composition of acknowledgment sections within theses from both fields. The core moves identified in Hyland’s Hyland (2004) framework, including thanking, reflecting, and announcing, were consistently present across acknowledgments in both literature and applied linguistics dissertations. This suggests that while the subject matter and research focus may vary between disciplines, the conventions and practices surrounding acknowledgment writing remain relatively consistent. Such uniformity implies a shared understanding and adherence to academic norms regarding the expression of gratitude and recognition within these scholarly contexts (cf. Al-Ali, 2009). Moreover, the presence of similar moves underscores the importance and universality of certain rhetorical strategies in academic writing, irrespective of disciplinary boundaries.

5. Conclusion

This study offers a comprehensive examination of English acknowledgment practices among Arabic-Speaking MA students majoring in English literature and applied linguistics at the University of Jordan. Through the analysis of 50 acknowledgments, we have gained insights into the structural composition and rhetorical moves employed within this academic genre. The findings reveal several notable patterns in acknowledgment writing within this specific context.

The thanking move emerged as a fundamental and prevalent component in the acknowledgments, reflecting a universal emphasis on expressing gratitude to various supporters. This observation aligns with previous studies (Jaroenkitboworn, 2014; Mingwei & Yajun, 2010; Zare-Ee & Hejazi, 2019), which also emphasized the importance of acknowledging support networks in academic writing.

However, our analysis also uncovered deviations from established acknowledgment norms, particularly in the absence of reflecting and announcing moves as outlined by Hyland (2004). Unlike the traditional acknowledgment structure, not all acknowledgments from Arabic-Speaking MA students followed this model. Based on the post-structuralist approach to identity, the study shows how Arabic-speaking MA students develop their L2 academic writer identity while expressing gratitude in acknowledgments by incorporating culturally-specific sentiments of gratitude into their acknowledgments and adjusting academic conventions to align with their linguistic and cultural norms.

Furthermore, our analysis indicates disciplinary consistency in acknowledgment practices within English literature and applied linguistics dissertations. Despite disciplinary differences, the core moves identified in Hyland’s framework remain relatively consistent across both fields, highlighting the universality of certain rhetorical strategies in academic writing.

Moving forward, it is essential to acknowledge the limitations of this study and consider avenues for further research. Cross-cultural comparative studies that examine acknowledgment practices across different cultural and linguistic contexts could provide deeper insights into the influence of cultural norms on acknowledgment writing. In light of the findings and limitations identified in this study, amendments to Hyland’s acknowledgment framework are proposed to better accommodate the unique practices and preferences of Arabic-speaking MA students who write in English as a foreign language. These amendments include incorporating cultural specificity, flexibility in move sequence, integration of reflective practices, and consideration of linguistic proficiency.

AI Statement

During the preparation of this work, the authors used AI proofreading services in order to proofread some sentences as we are not native speakers of English. After using this service, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Abdel Rahman Mitib Altakhaineh

Abdel Rahman Mitib Altakhaineh is Associate Professor of English language and linguistics at The University of Jordan, Jordan. He obtained his PhD in linguistics from Newcastle University, UK in June 2016. His research interests lie in the areas of morphology, lexical semantics, morphosyntax, and psycholinguistics. He published research papers in Journal of Psycholinguistic Research, Journal of Computer Assisted Learning, Studia Linguistica, Language and Cognition, Canadian Journal of Linguistics, Applied Linguistics Review and others.

Afakh Said Younes

Afakh Said Younes is a PhD student and part-time lecturer at the University of Jordan. She obtained her MA in Linguistics from the University of Jordan. Her research interests include, but are not limited to cognitive semantics, sociolinguistics, education, and psycholinguistics.

Ashraf Allawama

Ashraf Allawama is Assistant Professor of French Language and Linguistics at the Department of French Language and Literature at the University of Jordan, Amman/Jordan. He obtained his PhD in Language Sciences\General Linguistics, and Phonetics from the Université de Nantes, France. He is mainly interested in syntax, semantics, pragmatics, and language acquisition.

Notes

1 Here, it should be noted that Standard Arabic is not the mother tongue of the participants; their mother tongue is colloquial Arabic. The former is taught formally at schools and is used in certain contexts mostly formal ones similar to the one examined in Al-Ali’s study, while the latter is acquired at home and used for everyday communication (see Zibin et al., 2024 for more information).