Examining the Use of Swales’ CARS Model in MA Dissertation Introductions

A Study of Moroccan Applied Linguistics Students

Abstract

This study examined the extent to which Moroccan MA Applied Linguistics students (N = 105) utilized Swales’ CARS model to structure the introductions of their dissertations. The participants represented various universities across Morocco. A deductive qualitative research method was employed to analyze the students’ introductions. Three key findings emerged from the investigation. First, the majority of students did not adhere to Swales’ CARS model. Second, there was no consistent model that students followed. Third, the transitions between moves were often ambiguous, making it challenging for readers to identify where one move ended and another began. The implications of these findings emphasize the importance of integrating the teaching and learning of rhetorical moves and steps into the Moroccan EFL university context.