Self-mention in English MA theses written by Vietnamese students

Abstract

As English increasingly serves as a vital tool in global scientific research, the ability to write academically with a clear authorial voice and stance is becoming increasingly important. This study examines the use of self-mention terms in theses written in English by Vietnamese students in the Master’s program in TESOL. The specific objectives of the study are to analyze the frequency and functions of self-mention terms in these theses, focusing on: (1) identifying the frequency of self-mention terms and (2) exploring their rhetorical functions. The study employs both quantitative and qualitative methods, using a corpus of 30 Master’s theses defended between 2020 and 2024. The results show that singular first-person pronouns dominate the texts, particularly ‘I’ and ‘my,’ while plural first-person pronouns are very rare. Although first-person singular pronouns appear more frequently, the overall trend still leans towards using third-person nouns to maintain objectivity. The most common function of self-mention terms is to explain the research process, whereas defining terms and stating limitations are functions where students use self-mention terms the least. The study clarifies the use of self-mention terms in academic writing and provides valuable data for Vietnamese students.