Techniques from Language Practices of Highly Cited Authors for Technical and Vocational Education and Training Research Writing

Technical and Vocational Education and Training has gained importance but there is a noticeable gap between its research and teaching. While its teaching is more dynamic the research writing is scarce despite the performance measure demands. Rapid technological advancements, the multifaceted roles of the teachers, and the second language barrier escalate the pressure on research performance measures. Language models for research writing can help to alleviate research writing language practices. This paper explores the language practices of highly cited research articles for the technical and vocational education and training application. Specifically, it looks at how prolific writers write. Given the pressing need for a more accessible and more descriptive language model for technical and vocational research writing, this paper aims to assist by presenting techniques derived from the analysis of 62 highly cited research articles indexed in Scopus. Using move analysis, the study identifies 14 emerging techniques used in the introduction sections, offering a model for the writers and instructors. The techniques highlighted in this study not only enhance the engagement of introductions but also aim to increase readership and citation rates.