Thesis E

GENRE ANALYSIS OF ENGLISH MEMORANDUM OF UNDERSTANDING OF UNIVERSITIES IN THAILAND MISS THIDARAT PRUPRONG A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF IN ENGLISH FOR BUSINESS AND INDUSTRY COMMUNICATION (ENGLISH PROGRAM) DEPARTMENT OF LANGUAGES GRADUATE COLLEGE KING MONGKUT'S UNIVERSITY OF TECHNOLOGY NORTH BANGKOK ACADEMIC YEAR 2017 COPYRIGHTOFKING MONGKUT'S UNIVESITYOFTECHNOLOGYNORTH BANGKOK i

Name : Miss Thidarat Pruprong Thesis Title : Genre analysis of English Memorandum of Understanding of Universities in Thailand Major Field : English for Business and Industry Communication (English Program) King Mongkut’s University of Technology North Bangkok Thesis Advisor : Dr. Yaowaret Tharawoot Academic Year : 2017 Abstract This study aims at analyzing moves, steps, language functions used to express the aim of English Memorandum of Understanding (MOU) of universities in Thailand. There are 57 English MOUs from 57 universities from the website, Ranking Web of Universities. For analytical purposes, these universities’ information related to their identities such as a university’s name and a logo, a program’s name, an authorized person’ s name, and a signature are blinded to preserve confidentiality. The counting process of moves, steps and language functions was done manually. First, the researcher read all the 57 English MOUs and categorized the contents. When the researcher found any moves, steps, and language functions that emerged or shared similarities, she coded and kept their records. The findings revealed that there were five moves and three steps appearing in all 57 MOUs which were considered as obligatory: Move 2 (Title), Move 5 (Parties’ names), Move 6 (Aim of the MOU), Move 7 (Content), Step 7.1 (MOU’s boundary), and Move 8 (Signatures). It can be concluded that for writing English MOU in educational field, MOU writers should not miss these moves and one step. Moreover, after analyzing language functions used to express the aim of the MOUs of the universities, it was found that there were five language functions which were prevalent among the MOUs in the present study. These include 1) to promote, 2) to develop, 3) to facilitate, 4) to establish, and 5) to engage. However, the most language function in all MOUs was ‘promoting’ which was recognized by the phrase, ‘to promote’. To sum up, for writing MOU’s aim, writers can begin with the preposition, ‘to’, and a main verb. This study is, therefore believed to contribute to writers, especially non- native English speakers to facilitate their MOU writing. It also has some pedagogical implications for academic writing courses such as writing MOU for students who are non-native English speakers. (Total 43 pages) Keywords : Genre analysis, Move, Step, Language function, Memorandum of understanding (MOU) ______________________________________________________________Advisor ii

ชอ่ื : นางสาวธิดารัตน์ ปรุโปร่ง ชอ่ื วิทยานิพนธ์ : ปรจิ เฉทวเิ คราะห์ของบนั ทึกความเขา้ ใจภาษาองั กฤษ ของมหาวทิ ยาลยั ในประเทศไทย สาขาวชิ า : ภาษาองั กฤษเพ่ือการสื่อสารเชิงธุรกิจและอุตสาหกรรม (หลักสูตรภาษาอังกฤษ) มหาวิทยาลยั เทคโนโลยีพระจอมเกล้าพระนครเหนือ ท่ีปรกึ ษาวิทยานพิ นธ์ : ดร.เยาวเรศ ธาราวฒุ ิ ปกี ารศึกษา : 2560 บทคดั ย่อ การวิจัยในครั้งน้ีมีวัตถุประสงค์เพ่ือวิเคราะห์อัตถภาค, อนุวัจน์, และบทบาทหน้าท่ีทางภาษาทีใ่ ชใ้ น การบ่งช้ีวัตถุประสงค์ของบันทึกความเข้าใจภาษาอังกฤษของมหาวิทยาลัยในประเทศไทย โดยบันทึกความ เข้าใจที่นามาวิเคราะห์นั้นมาจากมหาวิทยาลัย 57 แห่งท่ีอยู่ในการจัดลาดับของเว็บไซด์ Ranking Web of Universities ท้ังนี้ข้อมูลเกี่ยวกับชื่อมหาวิทยาลัย, โลโก้, ชื่อหลักสูตร, ช่ือผู้มีอานาจพร้อมลายเซ็นได้ถูก ปกปิดไว้เพื่อรักษาข้อมูลความลับ กระบวนการนับอัตถภาค, อนุวัจน์, บทบาทหน้าที่ทางภาษาถูก ดาเนินการโดยผู้วิจัย ขั้นตอนแรกผู้วิจัยได้อ่านบันทึกความเข้าใจทั้ง 57 ฉบับและจัดแยกข้อมูล หลังจาก ผวู้ จิ ัยไดพ้ บอตั ถภาค, อนวุ ัจน์, บทบาทหนา้ ทที่ างภาษาทมี่ คี วามเหมือนกนั ผ้วู ิจัยได้ใสร่ หัสและจดบันทึกไว้ ผลการวจิ ยั พบวา่ มี 5 อตั ถภาค และ 3 อนุวจั นท์ ี่จาเปน็ ต้องมีในทกุ บันทึกความเขา้ ใจได้แก่ อตั ถภาค 2 (ช่อื บันทึกความเข้าใจ), อัตถภาค 5 (ชื่อผู้ทาข้อตกลงท้ังสองฝ่าย), อัตถภาค 6 (วัตถุประสงค์ของบันทึกความ เข้าใจ), อัตถภาค 7 (เนื้อหา), อนุวัจน์ 7.1 (ขอบเขตของบันทึกความเข้าใจ), และอัตถภาค 8 (ลายเซ็น) จึง สรุปได้ว่าในการเขียนบันทึกความเข้าใจภาษาอังกฤษในแวดวงการศึกษาควรใส่ อัตถภาคและอนุวัจน์ ดังกล่าว นอกจากนี้หลังจากวเิ คราะห์บทบาทหน้าที่ทางภาษาท่ีใชใ้ นการบ่งช้ีวัตถุประสงค์ของบันทึกความ เข้าใจน้ัน พบว่ามี 5 บทบาทหน้าท่ีทางภาษา ได้แก่ 1) เพื่อสนับสนุน, 2) เพื่อพัฒนา, 3) เพื่ออานวยความ สะดวก, 4) เพ่ือสร้าง, และ 5) เพื่อมีส่วนรวม อย่างไรก็ตามบทบาทหน้าที่ทางภาษาท่ีพบมากท่ีสุดคือ การ สนับสนุน ซ่ึงสังเกตได้จากวลี ‘เพื่อสนับสนุน’ สรุปคือในการเขียนวัตถุประสงค์ของบันทึกความเข้าใจ ผู้เขียนสามารถขน้ึ ตน้ ดว้ ย ‘to’ และตามด้วยคากรยิ าหลัก ดงั น้ันงานวิจัยนส้ี ามารถเป็นประโยชน์กับผเู้ ขยี น บันทึกความเข้าใจโดยเฉพาะผู้เขียนท่ีไม่ได้เป็นเจ้าของภาษา และยังเป็นประโยชน์กับการเรียนการสอนใน การเขียนทางวชิ าการ เชน่ บันทกึ ความเขา้ ใจ สาหรับนักเรยี นทีไ่ มไ่ ดเ้ ป็นเจา้ ของภาษาด้วยเชน่ กนั (วทิ ยานพิ นธม์ จี านวนทัง้ สิน้ 43 หน้า) คาสาคญั : ปริจเฉทวเิ คราะห์, อตั ถภาค, อนวุ จั น์, บทบาทหนา้ ท่ีทางภาษา, บันทึกความเข้าใจ อาจารยท์ ปี่ รึกษาวทิ ยานิพนธ์หลกั iii

ACKNOWLEDGEMENTS First of all, I would like to take this opportunity to express my extensive gratitude to thank my thesis advisor, Dr. Yaowaret Tharawoot for her expertise, kindness, and most of all for her patience and continuous encouragement. While working on this project, she continually contacted me and offered her support either through emails or in person that helped me to stay focused and know that there was always someone there to turn to when I was lost and needed help. I believe that one of the main gains of this thesis was working with Dr. Yaowaret Tharawoot is gaining her trust and friendship. Then, my thanks and appreciation go to my thesis committee members, Asst. Prof. Dr. Janpanit Surasin, Asst. Prof. Dr. Ngamthip Wimolkasem, Asst. Prof. Dr.Songyut Akkakoson and Asst. Prof. Dr.Supalak Nakhornsri. They gave appreciate suggestion, checked, and corrected the fault of this thesis. Through this work, they have shown me great patience, and have often offered to help. Next, I would like to thank my family for always being there for me and supporting me through this thesis. They have been there from the very beginning and have seen its many ups and downs. When the stress seemed too much to bear, they were there to encourage me to keep going. Specially, I am thankful for my current working company—Isuzu Motors International Operations (Thailand) Co., Ltd.— that allowed me to take leaves for many times so that I could work on my thesis. Finally, I would also like to thank Ms. Piyawan Nuansri, Mr. Pradya Kearttikul, and Ms. Somruethai Timthong— my classmates in English for Business and Industry Communication Program for all of their help. When this thesis was in its conception stages, they were there to help me in any way that they could. Even when the first plan did not go through as we all hoped that it would, they were there thinking of an alternative plan that eventually turned into the product that I have today. Thidarat Pruprong iv

TABLE OF CONTENTS Page ii Abstract (in English) iii Abstract (in Thai) iv Acknowledgements vi List of Tables 1 Chapter 1 Introduction 1 3 1.1 Rationale 3 1.2 Purposes of the study 3 1.3 Research questions 3 1.4 Significance of the study 3 1.5 Scope of the study 4 1.6 Limitation of the study 4 1.7 Definition of terms 5 1.8 Structure of the thesis 5 Chapter 2 Literature Review 7 2.1 Genre analysis 9 2.2 Swales’s genre analysis 10 2.3 Applying Bhatia’s approach to genre analysis 11 2.4 Language functions and forms 14 2.5 Memorandum of understanding 16 2.6 Related studies 17 2.7 Conclusion 17 Chapter 3 Methodology 18 3.1 Research design 18 3.2 Source of data 18 3.3 Data collection 19 3.4 Data analysis 20 3.5 Conclusion 20 Chapter 4 Findings 31 4.1 Findings for research question 1 33 4.2 Findings for research question 2 34 4.3 Conclusion 34 Chapter 5 Conclusions, Implications, and Recommendations 36 5.1 Summary of the study 37 5.2 Implications of the study 38 5.3 Recommendations for further studies 40 References 43 Appendix A Examples of the English MOU Biography v

LIST OF TABLES Page 20 Table 22 23 4-1 Moves and steps appearing in the MOUs 24 4-2 Employment of steps in Move 1 (Logo) 25 4-3 Employment of steps in Move 2 (Title) 25 4-4 Employment of steps in Move 3 (Background) 26 4-5 Employment of steps in Move 4 (Date of agreement) 28 4-6 Employment of steps in Move 5 (Parties’ names) 30 4-7 Employment of steps in Move 6 (Aim of the MOU) 30 4-8 Employment of steps in Move 7 (Content) 4-9 Employment of steps in Move 8 (Signatures) 31 4-10Employment of steps in Move 9 (Contact information) 34 4-11Frequency counts and percentages of the language functions used to express the aim of the MOUs (Move 6) 5-1 Summary of the findings vi

1 CHAPTER 1 INTRODUCTION 1.1 Rationale The world is currently becoming globalization in which the population of the world is connecting into a single society. This process is caused by the interaction of economy, politics, technology, and culture all over the world. With the borderless and integrated world, the globalization needs collaboration in which is supposed to make humans more harmonious. It is the process that humans are all together, in this world, strive for the same purpose: living together blissfully. It can be achieved by helping each other, working in the frameworks and taking action with their own parts to reach the same goals. One of the best ways to create harmoniousness among humans is to use Memorandum of Understanding (MOU). MOU has been used broadly for building collaboration. It is “the document contains mutual understanding between the parties before the agreement is made” (Rajagukguk, 1997, p. 46). It is a helpful tool to define and clarify mutual roles and responsibilities of each party’s mission and objectives. In a collaboration, MOU also builds stability and supports the content to be clear, unambiguous and easy in order to prevent misunderstanding or confusion. It is widely used in several areas such as business, charity, education, health, sport, etc. Although MOU is a type of official document, which looks like a contract, it differs from a contract. According to Johnson and Sterthous (1982), MOU is a formalized statement of the mutual expectations of two agencies. Although not a legally binding document, MOU represents a signed commitment on the part of two or more parties to conduct interagency business in a specified manner. On the other hand, in the study of Cavalieri (2014), it stated that contracts are ‘operative documents’ (Tiersma cited in Cavalieri, 2014) in which the relationship between the parties is symmetrical, as both parties have something of interest to the other party (promise/ consideration). They create or modify legal relationships between parties. In short, one important point can be concluded: MOU is not a legally binding document whereas contract is legally binding document. In the researcher’ point of view, using MOU as a tool for making mutual agreement, the parties may gain benefits on the decrement of time-consuming process and complication on legal matters such as legal words. Similar to the study of Johnson and Sterthous (1982) which claimed about MOU, “Language should be simple and straightforward. There is no need for jargon, convoluted wording or intricate legal terms.” However, it is widely recognized that MOU is difficult to write and troublesome for both native and non-native speakers. Based on Royal Melbourne Institute of Technology University’s webpage, it is stated that “if difficulties arise with an MOU, they will arise from the drafting. Since MOU needs to be signed it is important to avoid misleading or inaccurate statements” (Royal Melbourne Institute of Technology University, n.d.). Moreover, MOU writers need to meet the cognitive demands of MOU and have skills for writing in the directive and commissive styles (Cavalieri, 2014). Based on the importance and the problems of writing MOU mentioned, the researcher

2 had an interest to know how MOU is structured. One of the ways to examine MOU’s framework is to use genre analysis. Traditionally, genre, as a literary construct, has been a popular framework for analyzing the form and function of nonliterary discourse such as the research article, or a tool for developing educational practices in fields such as rhetoric, composition studies, professional writing, and English for Specific Purposes (ESP) (Hyon, 1996). Genre is a term for grouping texts together, representing how a writer typically uses language to respond and to recur situations. Studies of genre also stress a concern with context as well as form and emphasize the importance of description and analysis rather than simple classification. It is also true that genre has become a key concept in modern thought, not only in linguistics and language teaching but in many areas of contemporary social and cultural studies. Genre analysis, as an important approach to text analysis, especially in ESP, has been developed by the works of researchers like Swales (1986) and Bhatia (1993). After Swales’s (1990) publication about genre analysis, there have been several researchers who have utilized his model of research introductions, Create a Research Space (CARS) to investigate particular moves and steps. In an investigative study, Lakic (1997) applied genre analysis to analyze moves and steps of article introductions in economics. In Santos’ (2002) study, he used genre analysis to investigate moves and steps of business letters of negotiation. In another study, Ding (2007) analyzed the moves in application essays for medical and dental schools by using genre analysis. The moves were identified, explaining the reason for several aspects in fields of medicine/ dentistry. The study proceeded by Cretiu (2013) also showed using genre analysis to analyze parts of artists’ blogs on weblogs. In searching study, analysis of generic structure of business letters written by native and non-native employees: a study in ESP context of Qasim, Shakir, Hussain, and Arif (2015)—the business correspondence was analyzed by applying a genre-based approach. The moves and steps were identified and classified separately. In the study of Hayati, Shokouhi, and Hadadi (2011), A Genre Analysis of Reprint Request E-mails Written by EFL and Physics Professionals, they analyzed reprint request e-mail messages written by master students of two fields of study, namely Physics and EFL, to realize the differences and similarities between the two email types by using genre analysis. It can be said that genre analysis has been widely seen in several aspects such as economics, business, health, art, etc. As Cavalieri (2014) mentioned in her paper’s abstract that MOU has hardly been investigated in the existing literature, there have been three studies found by the researcher. First, Mashuri’s (2013) study presented a genre analysis of MOUs made by Dian Nuswantoro University Semarang from 2007 to 2011. In this study, social function, schematic structure, and linguistic features were analyzed. Second, Kyriacopouloua, Tsaknakib and Tziafab (2013) revealed a corpus-based analysis of MOUs on the financial agreements between Greece and the Troika. Finally, Cavalieri (2014) explored the differences in the use of modals when performing illocutionary acts in the case of three legal genres: MoU, the Letter of Intent (LoI) and a contract. Her study focused on directive and commissive speech acts, which were very common in these types of official documents. However, there have not been previous studies, which analyzed moves, steps, and language functions used to express the aim of English MOUs of universities in Thailand. Therefore, this study aimed to investigate moves,

3 steps, and language functions used to express the aim of English MOUs of universities in Thailand in the hope that this study’s findings may, to a certain extent, be valuable to inexperienced writers when writing MOU. In addition, the findings may raise practitioners’ awareness about the moves, steps, and language functions of English MOUs, which can assist them to write this MOU in an acceptable form. 1.2 Purposes of the study This study aimed to: 1. Analyze the moves and the steps of English MOUs of universities in Thailand. 2. Investigate language functions used to express the aim of English MOUs of universities in Thailand. 1.3 Research questions The study was guided by these research questions. 1. What are moves and steps of English MOUs of universities in Thailand? 2. What are language functions used to express the aim of English MOUs of universities in Thailand? 1.4 Significance of the study The significances of this study are as follows: 1. The study’s findings can provide the clearer moves, steps, and language functions used to express the aim of English MOUs of universities in Thailand that can be useful for MOU writers and readers. 2. The study’s findings will have pedagogical implications for the preparation of teaching materials for writing and reading English MOUs. The findings can provide teachers with clearer and more specific guidelines about the structure and the language functions of this kind of text. 1.5 Scope of the study The scope of this study was to identify the moves, the steps, and the language functions used to express the aim of English MOUs of universities in Thailand. Although during searching the MOUs, there were more than one MOU in each university, the researcher chose only one MOU of each university because she thought that the MOU’s framework is the same. Therefore, it was not necessary to collect MOU of each university more than one. The period of collecting data is during January to December 2017. 1.6 Limitation of the study Although there were 153 universities from the ranking list of Ranking Web of Universities (2018), there were 57 English MOUs of universities sought through internet accessibility. Therefore, the total number of English MOUs were 57. This study can be generalized based on writing MOUs in educational field in Thai context. Whatever discovered in this study may not be true for people in general. The generalization of the current study depends on readers’ acceptance of whether they can use some information from this study for their own situation or not. Moreover, although the present study did not aim to be generalizable, it can be a useful starting point for future research on English MOUs on education cooperation in Thailand.

4 1.7 Definition of terms As there were some terms used in this study, which have either multiple or specific meanings, it is necessary to provide their definitions as follows: Memorandum of understanding (MOU) is the document contains mutual understanding between the parties before the agreement is made (Rajagukguk, 1997). Genre analysis is an analytical framework which reveals not only the utilizable form-function correlations but also contributes significantly to our understanding of the cognitive structuring of information in specific areas of language use (Bhatia, 1991). Move is “discourse or rhetorical unit that performs a coherent communicative function in a written or spoken discourse.” (Swales, 2004, p. 229). Step is a smaller language functional unit embodied by linguistic realizations or exponents (Swales, 1990, 2004). Language functions is the purpose for which speech or writing is being used (Pozzi, 2004). In this study, language functions used to express the aim of English MOUs of universities in Thailand. 1.8 Structure of the thesis This study is divided into five chapters. This introductory chapter introduces the background to the study, the context and the purposes of the study, research questions, significance of the study, scope of the study, limitation of the study, and definition of terms. Chapter 2 reviews related literature in seven main parts that are explained and discussed. The first part shows the details of genre analysis. The second and the third parts are about Swales’s genre analysis and applying Bhatia’s approach to genre analysis respectively. Then, language functions and forms are described. Moreover, memorandum of understanding (MOU) is explained, e.g., its definition, purposes, and components. In addition, the related studies are presented. Finally, the whole view of this chapter was summarized. Chapter 3 describes the research methodology. This chapter discusses on research design, sources of data, data collection procedures and data analysis. It shows how the researcher investigates and analyzes the moves, the steps, and the language functions used to express the aim of English MOUs of universities in Thailand. Chapter 4 presents the findings on moves, steps, and language functions used to express the aim of English MOUs of universities in Thailand. In Chapter 5, it provides a summary of the study. After that, the study’s implications and recommendations for further studies are followed.

5 CHAPTER 2 LITERATURE REVIEW To make an effective analysis, this research has to be backed up by various theories and previous studies. In this chapter, there are six main points explained and discussed: genre analysis, Swales’s genre analysis, applying Bhatia’s approach to genre analysis, language functions used to express the aim of English MOUs, memorandum of understanding (MOU), and related studies. Finally, the whole view of this chapter is summarized. 2.1 Genre analysis In the present, genre plays an important role in the scope of communication in general, in official, business prospects in particular and so on. Genre analysis has been applied in several studies of fields. Genre analysis carries itself in connection and allows useful direction to the understanding of socially interactive confused practices. Regarding to Ding (2007), it is stated that genre study helps to bridge the gap in preparing future practitioners because it connects the recognition of regularities in discourse types with a broader social and cultural understanding of language in use, thus unpacking the complex cultural, institutional and disciplinary factors at play in the production of specific kinds of writing (Freedman & Medway, 1994). Since the 1980s, language teachers and applied linguists, particularly who are concerned with the teaching of English for Specific Purposes (ESP), have been interested in the analysis of the written and spoken genre. According to Holmes (1997), this interest is motivated by the need to enhance the ability of non-native speakers to understand and produce academic and scientific texts. Genre has been a widespread outline for analyzing the form and function of discourse. According to Hayati, Shokouhi, and Hadadi (2011), genre analysis, as an important approach to text analysis, especially in ESP, has been developed by the studies of Swales (1990) and Bhatia (2008). Swales (1990) suggested that a genre is a class of communicative events, revealing some shared set of communicative purposes, which are recognized by members of the specific professional or academic community in which the genre occurs. The definition provided by Swales (1990) has particularly influenced subsequent ESP related studies conducted using genre as a tool for analysis. Later on, Bhatia (2004) deposited yet another definition of genre: Genre essentially refers to language use in a conventionalized communicative setting in order to give expression to a specific set of communicative goals of a disciplinary or social institution, which give rise to stable structural forms by imposing constraints on the use of lexico-grammatical as well as discoursal resources. (Bhatia, 2004, p. 23) Genre analysis or discourse investigations have risen in recent years. According to Connor (2007), genre analysis has received increasing attention in terms of contrastive rhetoric research, with works focusing on textual or structural analysis. In contrastive analyses, a genre analysis focuses mainly on generic structures and rhetorical function, such as moves, stages, schematic, or generic structures. New rhetoric genre researchers (Bazerman, 1988; Devitt, 2004; Miller, 1984, 1994) explain

6 that a genre is created from repeated social actions occurring regularly in recurring situations that generate the typical structure of the forms and content of the genre. “Describing and accessing the structural patterns in a genre is a reflective analysis, reflecting how a language is being used by language users, whether it is meant for academic use, to produce a scientific discourse or for workplace written communication” (Singha, Shamsudinb, & Zaidc, 2012, p. 371). However, Bhatia (1993) suggested that earlier studies of academic and scientific discourse had failed to produce relevant and comprehensive accounts of such texts. Moreover, the studies had not been sufficiently comprehensive to highlight the contents of the scientific and academic texts. Bhatia (2008) argued that a more integrated approach to genre analysis is required to produce evidence of knowledge being applied in the professional settings. McEnery and Wilson (1996) provided a useful link between corpus and grammatical analyses, stating that grammatical (or syntactic) studies have, along with lexical studies, been the most frequent types of research which used corpora as their research instrument. Elaborating further, they stated that a corpora is an important tool for syntactic research due to its’ representative quantification of the grammar of a whole language variety and also the role of corpora as empirical data, quantifiable and representative in nature for the testing of hypothesis derived from grammatical theory. Several researchers have applied this approach to analyze research articles, theses, textbooks, news reports, and business emails (e.g. Bhatia, 1993; Fortanet, Posteguillo, Palmer, & Coll, 1998; Paltridge, 1997; Swales, 1990). Kanoksilapatham (2012), who focuses on language and genre, stated that “genre analysis has proved to be effective in identifying rhetorical structure in a number of academic genres, professional settings, and occluded genres” (p. 243). It is to be noted that, not much of work is reported on applying genre analysis to analyze MOUs. For example, Mashuri (2013) analyzed five MOUs’ social function, schematic structure, and linguistic features by using descriptive method. Kyriacopouloua, Tsaknakib, Tziafab’s (2013) a corpus-based analysis of MOU, the financial agreements between Greece and the Troika, was to study the properties of terms, as found in economic adjustment programs of Greece, in order to form part of a machine-readable dictionary of Modern Greek. For Cavalieri’s (2014) study, its aim was to explore the differences in the use of modals to create illocutionary acts considering three legal genres, the MOU, the Letter of Intent (LoI), and the contract. In Thailand, there is a lack of availability of genre-specific corpus in a professional setting such as English MOUs. Moreover, there have not been previous studies which analyzed moves, steps, and language functions related to directives and commissives in Move 5 (Aim of the MOU) of English MOUs of public and private universities. No previous researchers compared the structural organization of English MOUs of public universities with those of private universities. Therefore, this study aimed to investigate whether there were similarities and/or differences between the rhetorical move structure and directives and commissives of English MOUs of these two different contexts (public universities and private universities) in the hope that this study’s findings may, to a certain extent, be valuable to inexperienced writers when writing MOU. In addition, the differences found between the two corpora may raise practitioners’ awareness about the move structure of English MOUs, which will assist them to write this MOU in an acceptable form.

7 2.2 Swales’s genre analysis Genre analysis was created by John M. Swales in 1981 and published in 1990. This is a method which can help non-native English speakers to be able to read and write English research articles in correct pattern. This framework studies from the part of introduction of research articles from several academic papers. In 1981, rhetorical organization in the introduction part of research articles (RAs) by Swales (1981, p. 21) was created. The RA introductions was categorized into four move patterns. The finding of Swales shows that many researchers start their introduction part of their research articles based on these following moves: Move 1 Establishing the field; Move 2 Referring to previous research; Move 3 Mentioning the present research; and Move 4 Introducing the present research using different rhetorical organization. For overall image of RAs, it is shown as below: Move 1 Establishing the field by: a) Showing centrality b) Stating current knowledge c) Ascribing key characteristics Move 2 Summarizing previous research Move 3 Preparing for present research by: a) Indicating a cap b) Question-raising c) Extending a finding Move 4 Introducing present research by: a) Giving the purpose Another framework was created in 1990. This analysis is based on the examination of the constituent parts. They are about moves in written academic articles, focusing on content of research papers. From his research, he created the Create-A Research-Space (CARS) model which grouped into 3 moves: Move 1 Establishing the territory; Move 2 Locating a research niche; and Move 3 Occupying the niche. The pattern of moves by Swales (1990, p. 141) is as followed: Move 1 Establishing a territory Step 1 Claiming centrality and/or Step 2 Making topic generalization(s) and/or Step 3 Reviewing items of previous research Move 2 Establishing a niche Step 1A Counter-claiming or Step 1B Indicating a gap or Step 1C Question-raising Step 1D Continuing a tradition Move 3 Occupying the niche Step 1A Outlining purposes or Step 1B Announcing present research Step 2 Announcing principle findings Step 3 Indicating RA structure According to the RA’s and CARS’ model, there are many articles about genre for this paper. They are in different field of business. The chosen studies below are good examples to understand the scope and whole image of genre analysis.

8 Genre analysis of announcement in newspapers is studied. To study on A Genre Analysis of Death Announcement in Ghanaian Newspapers, Joseph Afful had worked with 636 death announcements (DAs) published in three famous public newspapers in Ghana which are Daily Graphic, Ghanaian Times, and Mirror during the first half of 2009. The analysis is based on Swales' model. The purpose of this study is to explore the schematic and lexico-grammatical features of DAs genre. This is to find out whether the death announcement genre in Ghana has a common schematic structure that is accompanied by distinct lexico-grammatical features (Afful, 2012). The result revealed that there are five core moves. Move 1: Caption Move 2: List of members of family, clan, organizations and other Move 3: Profile of the deceased Move 4: Funeral arrangement Move 5: List of family members (survivors) The study stated that the DAs would be completed with two additional, but optional moves: prescription of attire and extension of invitation. Afful noted that prescription of attire could be place anywhere in the DA while extension of invitation must always be at the end of the DA (Afful, 2012). For the lexico-grammatical features researching, the caption of the DA genre is nominal in structure. The second, third and additional moves were often found in a sentence. However, it could summarise that the death announcement varied in linguistic according to the age, gender and status of the deceased (Afful, 2012). A Genre Analysis of Reprint Request E-mails Written by EFL and Physics Professionals is the study of Hadadi, Shokouhi and Hayati (2011) analysing one hundred reprint request e-mail messages written by postgraduates (MA students) of two fields of studies: fifty messages from EFL and another fifty messages from Physics. The study is in accordant of Swales’s (1990) model to realize the differences and similarities between the two e-mails types (Hadadi, Shokouhi, & Hayati, 2011). According to the model of Swales (1990), the purposes of letter for making request are: a) opening the salutation; b) request statement; c) expression of thanks and d) closing salutation. For the move, he mentioned that there are obligatory and optional moves (Swales, 1991). Once focus on the result, it is similar to that of Swales (1990). Six functional moves were identified: one obligatory and five optional moves. Both group of sample use similar schematic moves while the Physics group was much more affected by the previous text and their first language. The lexico-grammatical features were analysed and revealed that both groups used the present tense more frequently than the past tense. (Hadadi; Shokouhi and Hayati, 2011). Therefore, the framework for analyzing the internal structure of English MOUs of universities in Thailand in this study is Swales’s (1990) model for research article introductions. In this analysis, ―move refers to ―a unit that relates both to the writer’s purpose and to the content that he/she wishes to communicate (Dudley- Evans & St. John, 1998, p. 89). Based on this approach, the structure of texts is composed of various moves and each move contains one or more steps.

9 2.3 Applying Bhatia’s approach to genre analysis Bhatia (1993) recommended that for analyzing unfamiliar genres, it is necessary to consider some or all of the seven steps as showed below, depending on the purpose of the analysis, the aspect of the genre and the background knowledge the researcher has on the nature of the genre to be analyzed. Bhatia’s (1993) seven steps of genre analysis are: (1) Placing the given genre-text in a situational context, (2) Surveying existing literature, (3) Refining the situational / Contextual analysis, (4) Selecting corpus, (5) Studying the institutional context, (6) Levels of linguistic analysis and (7) Specialist information in genre analysis. These steps are explained as follows. 2.3.1 Placing the given genre-text in a situational context The first step, according to Bhatia (1993), is to place the genre-text within the situational context. This can be accomplished by relying on prior experience, the internal clues in the text and the encyclopedic knowledge that one has acquired. The situational context of the genre within a specific discourse community allows the user to understand the communicative conventions associated with the genre. This will accommodate the understanding of why the genre is conventionally written the way it is and why it is used in the specific area of activity to which the genre belongs. Bhatia (1993) further dictated that this kind of knowledge is greater in those people who professionally belong to the community which habitually makes use of the specific genre. However, for those who do not possess the knowledge, it is often acquired by surveying existing literature. 2.3.2 Surveying existing literature Recently, various studies using specific genre-texts have been conducted in many professional settings thus creating the availability of literature. According to Bhatia (1993), this will include literature on other linguistic analyses of the genre in question, or similar genres, tools, methods, theories of linguistic/discourse/genre analysis which might be relevant to the situation to be analyzed. It also includes discussions of the social structure, interactions, history, beliefs and goals of the professional or academic communities which use the genre in question. 2.3.3 Refining the situational/contextual analysis According to Bhatia (1993), the next step would be refining the analysis further by defining the speaker/writer of the text and the audience their relationship and their goals. 2.3.4 Selecting corpus Bhatia (1993) suggested that in order to decide on the exact type of corpus to be compiled and used, one has to identify the genre that is being used, define it and characterize it thoroughly in order to distinguish it from other similar genres. The genre used should be defined according to the communicative purpose of it, within the situational context which is accommodated by the genre and some of the distinctive textual characteristics of the genre-text. Further elaborating on the selection of corpus, Bhatia (1993) stated that it is necessary to clearly state the criteria of selection made when deciding on the appropriateness of a text in a specific genre. 2.3.5 Studying the institutional context The next attempt as suggested by Bhatia (1993) should be to study the institutional context in which the genre is being used. This includes studying the rules and conventions such as linguistic, social, cultural, academic and professional governing the use of language in the settings. In this section, Bhatia (1993) also

10 highlighted the influence of the organizational context on the overall construction of the genre. 2.3.6 Levels of linguistic analysis Next, as suggested by Bhatia (1993), is deciding the level(s) of analysis to be conducted. This depends highly on the purpose of the study being conducted. 2.3.7 Specialist information in genre analysis In order to add validity of the findings in genre analysis, Bhatia (1993) suggested the use of specialist information provided by a practicing member of the disciplinary culture where the genre is being used. According to Bhatia, the information provided by specialist informants tends to bring validity to the insights gained and adds psychological reality to the analysis. 2.4 Language functions and forms A language function refers to the purpose for which speech or writing is being used. In speech these include “giving instructions, introducing ourselves, making requests”. In academic writing it uses a range of specific functions in order to communicate ideas clearly. These include “describing processes, comparing or contrasting things or ideas, and classifying objects or ideas”. Forms of a language deal with “the internal grammatical structure of words. The relationship between boy and boys, for example, and the relationship (irregular) between man and men would be forms of a language” (Pozzi, 2004, p. 3). The contrast between form and function in language can be illustrated: through a simple medical analogy. If doctors studied only a limited portion of the human system, such as anatomical form, they would be unable to adequately address their patient’s needs. To fully treat their patients, physicians must understand the purposes of the human body and the relationships between organs, cells, and genes (Pozzi, 2004, p. 3) The following table shows language functions and examples of forms summarized by Pozzi (2004, p. 4-5). Language Function Examples of Language Forms Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns Describing people, places, and things Nouns, pronouns, adjectives Describing spatial and temporal Prepositional phrases relations Describing actions Present progressive tense, adverbs Retelling/relating past events Past tense verbs, perfect aspect (present and past) Making predictions Verbs: future tense, conditional mode Asking Informational Questions Verbs and verb phrases in questions Asking Clarifying Questions Questions with increasing specificity Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall) Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

11 Language Function Examples of Language Forms Contrasting Comparative adjectives Summarizing Increasingly complex sentences with increasingly specific vocabulary Persuading Verb forms Literary Analysis Sentence structure, specific vocabulary Cause and Effect Verb forms Drawing Conclusions Comparative adjective Defining Nouns, abstract nouns, pronouns, and adjectives Explaining Verb forms, indicative verb, declarative sentences, complex sentences, adverbs of Generalizing manner Common, collective and abstract nouns, Evaluating verb forms, nominalizations Complex sentences; increasing specificity Interpreting of nouns, verbs, and adjectives; correlative conjunctions Sequencing Language of propaganda, complex sentences, nominalizations Hypothesizing and speculating Adverbs of time, relative clauses, subordinate conjunctions Summarizing Modals (would, could, might), compound tenses (would have been) Modals (would, could, might), compound tenses (would have been) 2.5 Memorandum of understanding Muhammad (1990) explained that a memorandum of understanding (MOU) is an agreement between two or more persons who tied themselves to do something in term of wealth. According to Soebekti (1983), MOU is a moment where both parties agreed to do something. It can be concluded that MOU is a document contains mutual understanding between two or more parties who agreed to do and tied themselves to do something. The essential aims of MOU is to show the determination of parties indicating content and details in MOU which is agreed concurrently. As mentioned in Chapter 1, the genre analysis of MOUs has been hardly ever done. Therefore, in this study, four templates for writing MOUs from three previous studies (Warnika, 2002; Salim (cited in Mashuri, 2013, pp. 32-35); Suhardana, 2008) and World Meteorological Organization’s (2012) MOUs template were summarized as follows. Salim (cited in Mashuri, 2013, pp. 32-35) explained six sections of MOU: 1. Title The existence of title is important although it does not include in a legal condition of MOU, it shows the term or identity of memorandum of understandings. That is the reason why title is one of the important parts mentioned in written memorandum of understandings. Reading the title of memorandum of understanding, the kind of MOU will be clearly identified. There is a number of MOU under the title, but it is not

12 essential. Number of MOU makes it in administration then it can be saved easily as well. Example: Creation Contract between Indonesian Government and Newmont Nusa Tenggara Company; International franchise Agreement between Kentucky Fried Chicken International Holdings, Inc and P.T.FastFood Indonesia Tbk. 2. Parties This section is an introduction or the beginning of a memorandum of understanding before entering to the content of memorandum of understanding. 3. Date of agreement This section involves day, date, month, and year where the MOU is made. The existence of this part brings an important meaning between both parties because it points the time when the contract is made. Example: This agreement is made this… day of … 2006, by and between…; This secrecy agreement is made as of November, 30, 2005, by and between… 4. Parties identity The beginning or introduction which involved information about both parties who act as the subject in a contract, the terms written in parties identity involved: (a) Addressing, men’s or women’s (b) Name, subject who become parties in a contract. (c) Law statue or job position of the taxes subject. (d) Address of the taxes subject even in a law courts or personal. (e) Statue or position each subject in a contract being made. Example: Ambarwati, swasta, address Jl. Mrican baru 10 Depok, Yogyakarta, the next in this agreement mentioned as first parties who rent her house or First Party… 5. Content Laws gave freedom to decide the content of contract. In a content of MOU, here clausure or agreements which have been agreed together and arrange in a written language. The content of contract usually arranges by writing the article first, then write the sentences which stand to the content of the contract.”Article” in a contract stand as part of a contract which consists of some sentences that describes every kind of condition and information being agreed. This must be concerned to ensure the legality of a contract. Essential part in the content can be state as follows: (a) Scope of understanding (b) Contact person (c) Mutual expense and reliance (d) Confidentiality (e) Implementation and termination (f) Limitation of liability (g) Modifications (h) Governing law and jurisdiction After all materials which stand as the point of written agreement then make a frame work about enclosing of the contract. If the beginning did not write the timeline, the end of contract must be mentioned timeline after enclosing sentences.

13 6. Signatures After enclosing sentence, another important thing should be mentioned both parties are under assignment. Under the signature usually mention name and position. It is also completed by the logo of the company which is placed beside signature. (Salim cited in Mashuri, 2013, pp. 32-35) According to Suhardana (2008, pp. 111-115), MOU was divided into six parts: 1. Title 2. Introduction 3. Comparison 4. Content 5. Closing 6. Signatures Warnika (2002, p. 42) also separated MOU into six parts: 1. Title 2. Opening 3. Comparison 4. Substation 5. Closing 6. Signatures Although both Warnika (2002) and Suhardana (2008) divided MOU’s structure into six parts, their second and the fourth parts had different terms. In Warnika’s study, Opening and Substation were used. On the other hand, in Suhardana’s study, Introduction and Content were used. Based on World Meteorological Organization’s (2012) template for an MOU between a National Meteorological or Hydrometeorological Service and a Partner Agency, there were 11 sections as follows: 1. Identification of parties Formal identification of the parties to the agreement and a broad description of their relationship. 2. Background statements The context and general objectives and benefits of the MOU. A brief summary of the circumstances leading to the creation of the MOU might be included here. The status of the MOU in relation to other existing agreements should also be mentioned. 3. Definition of terms List of agreed definitions and interpretation of relevant terminology. 4. Legislative context Statement on the extent to which the MOU is legally binding, as well as reference to any relevant legislation to which the parties are subject. This ensures that the responsibilities outlined in the MOU are compatible with the mandate and duties of each agency. 5. Aim of the MOU Statement on the expected outcomes of the MOU, including intended societal benefits. 6. Scope of the MOU Statement on the boundaries of the MOU – what is included and what is excluded in the MOU. Consideration should be given to any boundaries that are defined by existing MOUs and the scope carefully described to ensure there is no overlap or

14 contradiction. Some of the areas to be addressed here might include under what circumstances the MOU does and does not apply, whether it applies across the whole of each organization or just a part, whether the provisions only apply at certain times of year, or in particular locations or for particular activities. 7. Joint undertakings and responsibilities Statements describing the responsibilities and actions of each Party, including the following elements: (a) A description of the cooperative activities of each Party under the MOU; (b) A description of any resources exchange arrangement; (c) Statements on timing, including relevant timelines, milestones and agreed frequency of cooperative activities; and, (d) Protocols for communicating between the Parties. 8. Terms of operation of the MOU Statements describing how the MOU will be administered, including the following elements: (a) Term/duration of the MOU; (b) Cancellation provisions; (c) MOU review process; (d) Dispute resolution, including (or excluding) legal actions, negotiations, consultations, or executive actions; (e) Waivers and rights involved in the MOU to make compensation claims related to.the execution of the MOU against one another; (f) Intellectual Property provisions; (g) Privacy provisions; and, (h) Methods for transferring funds (if applicable). 9. Official endorsement by each party Signature block or similar that provides formal endorsement of the MOU, signed by appropriately delegated representatives of each Party. 10. Focal Points Information on the names and contact details of nominated people to handle technical, managerial and/or administrative aspects of the MOU. 11. Additional annexes as required Supplementary material that provides more detail on relevant matters, including such things as agreed work plans, milestones, timelines, budgetary matters (if required), etc. The MOU should contain a provision that stipulates that the annexes form an integral part of the MOU. If there is a need to change the annexes, this shall be done in accordance with the amendment principles contained in the main body of the MOU. (World Meteorological Organization, 2012, pp. 9-11) 2.6 Related studies This section reviews some previous studies conducted to identify various aspects of MOUs. First, Mashuri’s (2013) study presented a genre analysis of five MOUs made by University Dian Nuswantoro Semarang (UDINUS) from 2007 to 2011. In this study, social function, schematic structure, and linguistic features were analyzed. Mashuri (2013) analyzed the data based on the following steps: reading MOUs, segmenting MOUs into each clause, describing social function of MOUs, classifying schematic

15 structure, describing linguistics features, and finally concluding characteristics of MOUs. This study’s results showed that the MOUs’ social function was to inform and describe an agreement between parties with several terms, conditions, but a difference lied only on the scope of the program. For the schematic structure, there were Title, Date of agreement, Parties, Parties identity, Content, and Signatures. Moreover, the process that occurs in the texts is material process, mental process, verbal process, relational process and existential process. Material and relational processes are the dominant process because the process describes the action of doing and being. It expresses the notion that some entity physically does something- which may be done to some other entity. Furthermore, the tenses that occurred in the texts were: simple future tense, simple present tense, simple past tense, present continuous tense, and present perfect tense. Simple future tense dominated the occurrence in the texts because the MOUs show the agreement in the future. All of the clauses used declarative mood type because the all clauses state something. Second, Kyriacopouloua, Tsaknakib and Tziafab (2013) did a study on a corpus- based analysis of MOUs on the financial agreements between Greece and the Troika. The goal of this research was to study the properties of terms, as found in economic adjustment programs of Greece, in order to form part of a machine-readable dictionary of Modern Greek. The corpus of MOU consists of Letters of Intent, Memoranda of Economic and Financial policies, MOU on Specific Economic Policy Conditionality, Technical MOU and peer reviews produced during the period of 2008-2012. In conclusion, there were various problems in the translation of MOU: terminological inconsistencies, punctuation issues, typographical or syntactical issues or even content differences. Time-pressure was a critical factor for the translation quality. In particular, because of the multi-dimensional character of MOU, the translator’s task is very demanding. Additionally, the lack of term standardization in many domains as regards Greek, a less resourced language, may cause confusion to the translator and raise concerns about the translation output. Third, Cavalieri (2014) explored the differences in the use of modals when performing illocutionary acts in the case of three legal genres: MOU, the Letter of Intent (LoI) and a contract. Her study focused on directive and commissive speech acts, which were very common in these types of official documents. The analysis is based on a corpus of MOUs signed by Anglophone universities (UK – US – AUS). The results obtained are then compared to those of two comparable corpora of contracts and of LoI in order to show differences and similarities in the patterns observed. From a methodological point of view, the study integrates corpus linguistics and discourse analytical perspectives in the investigation of textual data, relying on both qualitative and quantitative analysis. A combination of computational analysis and manual tagging is employed to select all the relevant regulative speech acts in the corpus. The results showed that the MOU is a “hybrid genre” (Bhatia, 2004), an instance of “interdiscursive colonisation” (Bhatia 2011, p. 106) in which the directive component of the contract is combined with the commissive one of the Letter of Intent. Besides, according to Oberndorf (2005), he analyzed MOU agreements between government entitles and international NGOs within the natural resources management sector in Cambodia. The purpose was to provide the reader with an overview of the current system of formalized agreements between entities within the Royal Government of Cambodia (RGC) and Non-Government Organizations (NGOs) operating in the field

16 of natural resources management in the country. This study was based largely on a representative sample of various MOUs. Additional agreements were utilized to augment the research and interviews were conducted with key individuals within the RGC and NGOs to get a better understanding of how the current system is operating and what the perceptions of the various parties are. To sum up, the current system of using Government Partner MOUs and individual project agreements, where there is inconsistency in format and content without any clear legal requirements regulating their use, is highly confusing and inadequate for the RGC’s purpose of monitoring and controlling the activities of the NGO community within the natural resources sector. As such this system needs to be restructured, streamlined, standardized and placed within a binding regulatory framework that clearly spells out the requirements of all parties involved. Furthermore, regarding to Wahyuni and Setyaningsih (2017), the study entitled register analysis of MOUs between the Government of Indonesia and United Kingdom of Great Britain and Northern Ireland. The data is MOUs concerning on hosting global sport events. The language of this MOU is formal and long-winded so that need deep understanding to know the context of this document. The research methodology is descriptive qualitative. Therefore, the researchers aimed at describing the contextual description or register. The register is found by conducting analysis of three meanings; Interpersonal (Mood), Experiential (Transitivity) and Textual (Theme and Rheme). The result shows that in terms of interpersonal, the entire clause is declarative. In experiential meaning, material process is the dominant process (66.1%). Meanwhile, textual theme is dominated by topical theme (70.7%). This Memorandum of Understanding is about an understanding reached between The Government of Indonesia and the United Kingdom related to hosting global sport events. It is used to give information about the understanding reached by both participants. The status of the participant is equal within maximal social distance. The role of language is constitutive. The type of interaction is monologue while the channel is graphic because the medium is a written text. Meanwhile, the rhetorical thrust is an informative document. 2.7 Conclusion This chapter consisted of six main sections: (1) genre analysis, (2) Swales’s genre analysis, (3) applying Bhatia’s approach to genre analysis, (4) language functions and forms, (5) memorandum of understanding (MOU), and (6) related studies. After reviewing the considerable body of research on various aspects of MOUs, the researcher found that there have not been previous studies, which analyzed the moves of English MOUs of universities in Thailand. Therefore, this study aimed to investigate the rhetorical move structure of English MOUs of universities in Thailand in the hope that this study’s findings may, to a certain extent, be useful and valuable to inexperienced writers when writing an MOU. In the next chapter, the research methodology adopted in the current study is described.

17 CHAPTER 3 METHODOLOGY This study investigates the internal structure of the selected English MOUs of universities in Thailand. This chapter deals with the methodology that was used to identify the moves and the steps in the MOUs and investigate language functions used to express the aim of English MOUs of universities in Thailand. 3.1 Research design For doing this study, the researcher used descriptive qualitative research. It is a research method to describe the subject or the object of the research based on the fact or reality (Nunan, 1993, pp. 4-6). Nunan (1993) stated that descriptive qualitative is a research in which the method of the data collection is non-experimental or real-time recording that generates naturally recording data. In qualitative research the data are not number or chart but in the form of words, pictures, clauses. To get a good result from this research, the researcher employed Bhatia’s (1993) seven steps (See Chapter 2). These steps were described as follows: 1. Placing the given genre-text in a situational context For doing this study, the researcher increased her knowledge about English MOUs and how to write them from various sources such as books, previous studies. This helped her to understand what MOU is, its outline, and how to write it in general. 2. Surveying existing literature For the present study, research or studies conducted on similar genre of English MOUs in similar context and similar professional setting as the universities in Thailand has been scarce and was unavailable at the moment when this study was conducted. Relying on the literature available, the present study aimed at analyzing the genre-text of English MOUs prepared by officers in universities in Thailand. The existing literature and the lack of literature in related research context supported the genre analysis conducted in this study, further necessitating the analysis of written genre of English MOUs. 3. Refining the situational/ contextual analysis In this study, the writers of English MOUs were officers of in universities in Thailand. In the MOUs, the officers would outlines the intent of one party toward another with regard to an agreement. Then the MOUs must be signed by all parties to be valid. 4. Selecting corpus In this study, the selected corpus was English MOUs prepared by officers in universities in Thailand. The MOUs were used to establish cooperation in research and in academic/cultural activities between universities. 5. Studying the institutional context For this study’s institutional context, they were 57 universities in Thailand.These universities were ranked in the list of Ranking Web of Universities (2018). This ranking web’s indicators are not based on number of visits or page design but on the global performance and visibility of the universities.

18 6. Levels of linguistic analysis In this study, the moves, the steps, and the language functions used to express the aim of English MOUs of universities were identified. 7. Specialist information in genre analysis Although the goal of qualitative research is to discover how people think or feel on a topic, it is necessary to ensure that this subjective data is analyzed objectively and analytically, and provides valid and/or accurate findings. For this study, the researcher asked the experts in applied linguistics to double check accuracy of the researcher’s analysis. This helped to distinguish if the coding schemes were successfully classifying the data, and also if the coders were consistently applying the schemes to the data. 3.2 Source of data The researcher found the ranking list of universities in Thailand from Ranking Web of Universities of which indicators are not based on number of visits or page design but on the global performance and visibility of the universities. Since 2004 and every six months this website provides reliable, multidimensional, updated and useful information about the performance of universities from all over the world based on their web presence and impact (Ranking Web of Universities, 2018). From the ranking list, there were 177 universities including 89 public universities, 64 private universities, and 24 autonomous universities. In this study English MOUs were from public and private universities which are the majority of university’s types in Thailand. However, there were 57 English MOUs of universities in Thailand, sought through internet accessibility. Therefore, they were selected as a corpus for analysis in this study. Since these English MOUs could be accessible easily, they were an open access publication because these universities allowed their MOUs to be published. Therefore, the researcher did not ask for formal permission from concerned authorities. However, for analytical purposes these universities’ information related to their identities such as a university’s name and logo, an authorized person’s name, a program’s name, a signature were blinded in order to preserve confidentiality. Moreover, the universities were re-named and numbered not based on the ranking list. For example, MOU 1 stands for the first university’s MOU. See Appendix for examples of the English MOU of universities in Thailand. 3.3 Data collection The data of this study were collected by using the following steps: 1. Firstly, the researcher searched universities in Thailand from Ranking Web of Universities (2018). 2. Secondly, the researcher searched English MOUs from each university during January to December 2017. If they could be accessible, they would be saved in a computer. There were 57 English MOUs of universities in Thailand as a corpus for analysis. 3. Thirdly, all MOUs were blinded their personal information, re-named, and numbered. 3.4 Data analysis After the data were collected, they were analyzed by using the following steps:

19 1. Each MOU was classified its content into moves and steps. Then, all moves and steps were counted, grouped according to similarities and put into percentages. The results of the coding move and step analysis were subjected to quantitative analysis as follows: - Frequency count of moves - Frequency count of steps The counting process of moves and steps was done manually. First, the researcher read all the 57 English MOUs and categorized the contents. When the researcher found any moves and steps that emerged or shared similarities, she coded and kept their records. The researcher analyzed the 57 English MOUs one by one in order to prevent any mistakes that could affect the results of the analysis. According to Kanoksilapatham (cited in Amnuai & Wannaruk, 2013), the criteria for justifying and classifying the frequency of each move and step are defined. If a particular move and step occur in every MOU (100%), it is regarded as ‘obligatory’, if the occurrence ranges from 60- 99%, the move will be classified as ‘conventional’, and if the occurrence of a move is below 60 %, it is ‘optional’. 2. The researcher identified language functions used to express the aim of English MOUs of universities in Thailand. Then they were counted and grouped according to similarities and put into percentages. 3. Three weeks after the first analysis of both categorizations (moves and steps/ language functions used to express the aim of English MOUs of universities, all MOUs were re- analyzed by the researcher once again for double checking accuracy. 4. In order to verify the content validity of these categorizations, the analyzed corpus was double-checked by the experts in the field of applied linguistics. 3.5 Conclusion The focus of this chapter has been on research methodology. The chapter included four main sections. The first section introduced research design. The second section comprised a source of data, stating where the research sourced and accessed all English MOUs of the universities. The third section showed that the method and duration that the researcher collected all MOUs, also how all MOUs were organized before analyzing. The final section, data analysis, presented the way the researcher analyzed the MOUs. The next chapter presents the findings from analyzing all 57 English MOUs of the universities in Thailand.

20 CHAPTER 4 FINDINGS This study seeks to identify the internal structure of English MOUs of universities in Thailand and language functions used to express the aim of MOUs. Top complete these purposes, a corpus of 57 English MOUs has been analyzed, based on the pattern of moves by Swales (1990). The findings of the study are presented according to the following research questions: 1. What are the moves and the steps of English MOUs of universities in Thailand? 2. What are language functions used to express the aim of the MOU of universities in Thailand? 4.1 Findings for research question 1 The research question 1 was set to identify the internal structure of English MOUs of universities in Thailand. To carry out this identification, a corpus of 57 English MOUs was examined, using Swales’s (2004) CARS model. The results are presented in the following sections: 4.1.1 Moves and steps appearing in the MOUs The move-step analysis in this study revealed moves and steps that are typically used in the corpus of 57 English MOUs. Table 4-1 summarizes all the identified moves and steps. TABLE 4-1 Moves and steps appearing in the MOUs Steps used Moves/Steps in each Frequency (%) move 52 91.22 38 66.66 Move 1: Logo 14 24.56 57 100 Step 1.1: Coloured or 53 92.98 3 5.26 Step 1.2: Black and white 1 1.75 Move 2: Title 13 22.80 Step 2.1: Full term, Parties’ names 10 17.54 8 14.03 Step 2.2: Full term, Abbreviation, or 6 10.52 Parties’ names 1 1.75 Step 2.3: Full term 3 5.26 Move 3: Background 2 3.50 1 1.75 Step 3.1: General objectives Step 3.2: General benefits Step 3.3: A brief summary of the and/or circumstances leading to the creation of MOU Step 3.4: The other existing agreements leading to the creation of MOU Move 4: Date of agreement Step 4.1: Date in British English or Step 4.2: Date in American English

21 TABLE 4-1 (CONTINUED) Move 5: Moves/Steps Steps used Frequency (%) Move 6: in each Parties’ names move 57 100 Move 7: Step 5.1: With status or positions 30 52.63 Step 5.2: With addresses or 27 47.36 Move 8: Move 9: Aim of the MOU 57 100 Step 6.1: Research cooperation 47 82.45 Step 6.2: Movement of students 39 68.42 Step 6.3: Movement of faculty scholars 38 66.66 and staff Step 6.4: Relevant academic and/or 33 57.89 information exchange Step 6.5: International teachings and 32 56.14 specified trainings Step 6.6: Diversity of arts and cultures 15 26.31 exchange Content 57 100 Step 7.1: MOU’s boundary 57 100 Step 7.2: Implementation and 56 98.24 termination Step 7.3: Mutual expense and reliance and/or 48 84.21 Step 7.4: Modifications 31 54.38 Step 7.5: Governing law and 13 22.80 jurisdiction Step 7.6: Confidentiality and/or 5 8.77 Move 8: Signatures 57 100 Step 8.1: With names, positions, 45 78.94 signed date Step 8.1: With names, positions, 12 21.05 signed date, university’s seal Contact information and/or 8 14.03 Step 9.1: Contact details of nominated 8 14.03 people Step 9.2: Names of nominated people 6 10.52 The above table shows nine moves that the English MOUs writers use to convey their communicative purposes embedded in the MOUs and 30 steps or rhetorical strategies that are employed to support and guarantee the validity of those moves. The first column lists the identified moves and steps in the MOUs while the second and third columns show the quantity and percentage of the counted moves and steps respectively. First, occurring in 52 MOUs, Move 1 (Logo) consists of two steps, namely Step 1.1 (Colored) which is found in 38 logos and Step 1.2 (Black and white) which appears in 14 logos. Second, 57 MOUs contain Move 2 (Title) which comprises three steps: Step 2.1 (Full term, Parties’ names) found in 53 portions of the MOUs, Step 2.2 (Full term, Abbreviation, Parties’ names) appearing in 3 portions, and Step 2.3 (Full term) occurring in 1 portion. Third, Move 3 (Background) appears in 13 MOUs. Four steps are embedded in this move: Step 3.1 (General objectives) found in 10 portions, Step 3.2 (General benefits) in 8 portions, Step 3.3 (A brief summary of the circumstances leading to the creation of MOU) in 6 portions, and Step 3.4 (The other existing agreements leading to the creation of MOU) in 1 portion. Fourth, Move 4 (Date

22 of agreement) is displayed in 3 MOUs, consisting of two steps: Step 4.1 (Date in British English) which is present in 2 portions and Step 4.2 (Date in American English) which occurs in 1 portion. Fifth, Move 5 (Parties’ identity) appears in 57 MOUs. Three steps are used under this move, which include Step 5.1 (Parties’ names) found in 57 portions, Step 5.2 (Parties’ status or positions) in 11 portions, and Step 5.3 (Parties’ addresses) appears in 9 MOUs. Sixth, Move 6 (Aim of the MOU) is present in 57 MOUs. Six steps are embedded in this move: Step 6.1 (Research cooperation) found in 47 portions, Step 6.2 (Movement of students) in 39 portions, Step 6.3 (Movement of faculty scholars and staff) appearing in 38 portions, Step 6.4 (Relevant academic information exchange) appearing in 33 portions, Step 6.5 (International teachings and specified trainings) found in 32 portions, and Step 6.6 (Diversity of arts and cultures exchange) found in 15 portions. Seventh, Move 7 (Content) is shown in 57 copies. Six steps are under this move: Step 7.1 (MOU’s boundary) appearing in 57 portions, Step 7.2 (Implementation and termination) in 56 portions, Step 7.3 (Mutual expense and reliance) in 48 portions, Step 7.4 (Modifications) found in 31 portions, Step 7.5 (Governing law and jurisdiction) in 13 portions, and Step 7.6 (Confidentiality) appearing in 5 portions. Eighth, Move 8 (Signatures) appears in 57 MOUs. Two steps are embedded in this move: Step 8.1 (With name, position, signed date, university’s seal) found in 12 portions and Step 8.2 (With name, position, signed date) in 45 portions. Last, Move 9 (Contact information) is presented in 8 MOUs. Two steps are under this move: Step 9.1 (Contact details of nominated people) appearing in 8 portions and Step 9.2 (Names of nominated people) in 6 portions. The following discussions detail the identified moves and steps, and the communicative purposes embedded in this type of legal documents, MOU in turn. 4.1.2 The schematic structure analysis The identified moves and steps mentioned above shape a schematic structure of the English MOUs of universities in Thailand. The following sections discuss these moves and steps in detail: 4.1.2.1 Move 1 (Logo) Move 1 (Logo) of the English MOUs of universities in Thailand was found at the top of the MOU. This move provides an identifying symbol. Each of the 91.22% of the selected MOUs is in either color or black and white. These two styles of logos become the two steps that support this move. The distribution of the steps used under Move 1 is restated in Table 4-2 below. TABLE 4-2 Employment of steps in Move 1 (Logo) Move/Step Steps used Frequency Percentage in each 91.22 66.66 move 24.56 Move 1: Logo 52 Step 1.1: Coloured or 38 Step 1.2: Black and white 14 Step 1.1 refers to the university’s logo in color which shares 66.66% of the total number of styles found in Move 1, whereas Step 1.2 refers to the university’s logo in black and white which accounts for 24.56% of the total number of styles. The majority occurrence of the colored logos indicates MOU writers’ tendencies to make universities’ logos more outstanding and notable.

23 4.1.2.2 Move 2 (Title) Move 2 (Title) represent 100% of the present corpus. MOU writers use this move to represent the identity of MOUs. Three styles MOU writers use are providing MOU’s full term with parties’ names, the full term with its abbreviation and parties’ names, and only the full term of MOU. MOU writers use three steps to provide MOU title’s information. Table 4-3 below describes these three steps. TABLE 4-3 Employment of steps in Move 2 (Title) Move/Step Steps used Frequency Percentage in each Move 2: Title move 57 100 Step 2.1: Full term, Parties’ names 53 92.98 Step 2.2: Full term, Abbreviation, or 3 5.26 Parties’ names Step 2.3: Full term 1 1.75 Three steps occur in Move 2 (Title). First, Step 2.1 (Full term, Parties’ names) which is the majority of steps occurs most in this move. It accounts for 92.98% of the titles. MOU writers use this step by providing the title with the full term of MOU and parties’ names. Next, Step 2.2 (Full term, Abbreviation, Parties’ names) accounts for only 5.26% of the titles. Last, Step 2.3 (Full term) takes the least 1.75% of the titles. Examples of these steps from the data are provided as follows: Step 2.1 (Full term, Parties’ names) “MEMORANDUM OF UNDERSTANDING Between “1st party name”And “2nd party name” ” (MOU 16) Step 2.2 (Full term, Abbreviation, Parties’ names) “MEMORANDUM OF UNDERSTANDING (MOU) BETWEEN “1st party name” AND “2nd party name” ” (MOU 8) Step 2.3 (Full term) “Memorandum of Understanding” (MOU 5) 4.1.2.3 Move 3 (Background) Move 3 (Background) represent 22.80% of the present corpus. MOU writers use this move to provide the contexts or situations relating to the establishing of MOU. MOU writers provide four necessary information for establishing MOU, namely Step 3.1 (General objectives), Step 3.2 (General benefits), Step 3.3 (A brief summary of the circumstances leading to the creation of MOU), and Step 3.4 (The other existing agreements leading to the creation of MOU). These four elements are used to support the communicative purposes in Move 3. The employment of these steps is presented in Table 4-4.

24 TABLE 4-4 Employment of steps in Move 3 (Background) Move/Step Steps used Frequency Percentage in each 22.80 17.54 move 14.03 10.52 Move 3: Background 13 1.75 Step 3.1: General objectives 10 Step 3.2: General benefits 8 Step 3.3: A brief summary of the 6 circumstances leading to the and/or creation of MOU Step 3.4: The other existing 1 agreements leading to the creation of MOU MOU writers use Step 3.1 (General objectives) to introduce MOU’s general objectives. This step takes 17.54% of the background. Step 2.2 (General benefits), accounting for 14.03% of the background, is employed to explain general benefits which each party will get. Step 3.3 (A brief summary of the circumstances leading to the creation of MOU) appears 10.52%. Last, Step 3.4 (The other existing agreements leading to the creation of MOU), takes only 1.75%, which is the smallest share of the background. Examples of these steps from the data are provided as follows: Step 3.1 General objectives “In accordance with their mutual interest in a program of cooperation and exchange, “1st party name” and “2nd party name” join this agreement with regard to educational and scientific cooperation.” (MOU 19) Step 3.2 General benefits “Whereas the above named institutions recognize that a Memorandum of Understanding would be of mutual benefit and would serve as an indication of continued interest in academic and scientific cooperation.” (MOU 19) Step 3.3 A brief summary of the circumstances leading to the creation of MOU “With a longstanding friendship and collaboration of 30 years, dating back to 1977, with “1st party name” providing tuition waivers to “2nd party name”, both institutions agree that an official agreement would further enhance their successful relationship.” (MOU 3) Step 3.4 The other existing agreements leading to the creation of MOU “Based on the Letter of Intent signed between “1st party name” and “2nd party name”, both parties have expressed their intent in evaluation the opportunity to enter into an agreement (“Definitive Agreement”) for the purpose of setting up a joint collaboration.” (MOU 5) 4.1.2.4 Move 4 (Date of agreement) Move 4 (Date of agreement) of the English MOUs provides information about the date of MOU agreement. However, this move appears only 5.26% of the MOUs. It generally provides the date in in British English or American English, depending on the way in which MOU writers prefer to writing the date. The most common way in British English is to write the day of the month first, then the month (starting with a capital letter) and then the year like 16 December 2017, whereas in

25 written American English, the month of the date comes before the day and year; for example, Independence Day in the USA is on July 4th each year. The distribution of the steps used under Move 4 is restated in Table 4-5 below. TABLE 4-5 Employment of steps in Move 4 (Date of agreement) Move/Step Steps used Frequency Percentage in each 5.26 3.50 move 1.75 Move 4: Date of agreement 3 Step 4.1: Date in British English or 2 Step 4.2: Date in American English 1 Step 4.1 refers to writing the date in British English which shares 3.50% of the total number of date of agreement found in Move 4, whereas Step 4.2 refers to writing the date in American English which takes only 1.75% of the total number of date of agreement. The majority occurrence of the date in British English indicates MOU writers’ tendencies to use the same way of writing a date in Thai which to write the day of the month first, then the month, and the year. Examples of these steps from the data are provided as follows: Step 4.1 Date of agreement in British English “This MOU has been entered into this 16 day of April month of 2015 between “1st party name” and “2nd party name” ” (MOU 26) Step 4.2 Date of agreement in American English “This memorandum of understanding (hereinafter referred to as the “MOU”), is made on February 12, 2016 by and between” (MOU 5) 4.1.2.5 Move 5 (Parties’ names) Move 5 (Parties’ names) represent 100% of the present corpus. MOU writers use this move to show the personal information of both parties such as names, addresses, and status or positions. Two ways MOU writers use are presenting parties’ names with parties’ status or positions or parties’ names with addresses. The writers use two steps to provide the personal information of both parties. Table 4-6 below describes these two steps. TABLE 4-6 Employment of steps in Move 5 (Parties’ names) Move/Step Steps used Frequency Percentage in each 100 52.63 move 47.36 Move 5: Parties’ names 57 Step 5.1: With status or positions or 30 Step 5.2: With addresses 27 MOU writers use Step 5.1 to present parties’ names with status or positions. This step takes 52.63%. Step 5.2, accounting for 47.36%, is employed to show parties’ names with addresses.

26 Examples of these steps from the data are provided as follows: Step 5.1 With parties’ status or positions “ “1st party name” and “2nd party name” hereinafter referred as “parties””. (MOU 32) Step 5.2 With parties’ addresses “ “1st party name” (hereinafter referred to as XXX), located at “1st party address” and “2nd party name” (hereinafter referred to as XXX) located at “2nd party address” ” (MOU 1) “ “1st party name’ having its legal address on “a party’s address” ” (MOU 54) 4.1.2.6 Move 6 (Aim of the MOU) Move 6 (Aim of the MOU) represent 100% of the present corpus. MOU writers use this move to describe the expected outcomes of MOU. Six MOUs’ aims MOU writers explain are international teachings and specified trainings, relevant academic information exchange, research cooperation, diversity of arts and cultures exchange, movement of students, and movement of faculty scholars and staff. MOU writers use six steps to provide the aim of MOU. Table 4-7 below describes these six steps. TABLE 4-7 Employment of steps in Move 6 (Aim of the MOU) Move/Step Steps used Frequency Percentage in each 100 82.45 move 68.42 66.66 Move 6: Aim of the MOU 57 57.89 Step 6.1: Research cooperation 47 56.14 Step 6.2: Movement of students 39 26.31 Step 6.3: Movement of faculty 38 scholars and staff Step 6.4: Relevant academic and/or 33 information exchange Step 6.5: International teachings and 32 specified trainings Step 6.6: Diversity of arts and 15 cultures exchange Six steps occur in Move 6 (Aim of the MOU). First, Step 6.1 (Research cooperation) appears in 82.45% of the messages. Step 6.2 (Movement of students) takes 68.42% of the messages. Next, Step 6.3 (Movement of faculty scholars and staff) accounts for 66.66% of the messages. Step 6.4 (Relevant academic information exchange) appears in 57.89% of the messages. For Step 6.5 (International teachings and specified trainings), it takes 56.14% of the messages. Last, Step 6.6 (Diversity of arts and cultures exchange) accounts only for 26.31% which is the least message of the aim of MOU. It can be concluded that in educational field MOUs’ preferred aims are research cooperation, movement of students, faculty scholars and staff, relevant academic information exchange, and international teachings and specified trainings respectively. For the least preferred MOU’s aim, it is about diversity of arts and cultures exchange.

27 Examples of these steps from the data are provided as follows: Step 6.1 Research cooperation “The purpose of this agreement is to promote academic exchange programs and co-operation in research and education and to increase the mutual understanding between the two institutions and both countries.” (MOU 16) Step 6.2 Movement of students “With the resolutions to strengthen relationships to extend bilateral cooperation and assistance, as well as the recognition that education is crucial for national development, the Parties are uniquely positioned to collaborate on a range of initiatives that are mutually beneficial. Therefore, the Parties agree as follows: 1. Admission of graduate students. 2. Development of teaching and learning activities and resources. 3. Development of students' activities and student exchange programs.” (MOU 52) Step 6.3 Movement of faculty scholars and staff “Both parties agree to exchange teachers, experts and scholars to study, do short term teaching or do cooperative research on programs of common interest at other side. 5. Exchanging Visit of Leaders In order to coordinate the exchange and cooperation, both parties agree to exchange visit of leaders and delegation on the basis of mutual equality, necessity and reciprocity”. (MOU 51) Step 6.4 Relevant academic information exchange “This agreement, therefore, is made as a gesture of goodwill between the two universities and both universities agree to cooperate in the following activities: 1. Exchange of personnel (students, and academic and administrative staff) 2. Collaborative staff development programs 3. Exchange of academic information and materials of mutual interest 4. Organization of joint research programs 5. Other academic exchanges agreed by both parties.” (MOU 31) Step 6.5 International teachings and specified trainings “1) Objectives … 1.4. Cooperate international teachings and specified trainings between “1st party name” and “2nd party name” (MOU 50)”. (MOU 50) Step 6.6 Diversity of arts and cultures exchange “1. The purpose and Objective A. To increase art and cultural cooperation in performing arts, visual arts, and fine arts and design between “1st party name” and “2nd party name” B. To undertake activities pursuant to the promotion of art and cultural related activities through collaborative projects including, but not being restricted, to the following: a. Cooperation in the creation and development of art creativity b. Cooperation in the exhibitions of visual arts (fine arts, film, photography, traditional craft, and soon) c. Cooperation in art performances (theatre, music, and dance)

28 d. Organize short courses, workshops, and collaborations on the current art issues.” (MOU 54) 4.1.2.7 Move 7 (Content) This move occurs in all of the collected English MOUs, accounting for 100% of the corpus. MOU writes explain MOU’s boundary, mutual expense and reliance, confidentiality, implementation and termination, modifications, and governing law and jurisdiction. First, the writers use Step 7.1 (MOU’s boundary) to show what is included and what is excluded from MOU. For Step 7.2 (Implementation and termination), the writers describe when MOU is made, effective, or executed as well as when it will be terminated, expired, or ineffective. Step 7.3 (Mutual expense and reliance) states charges that may be incurred by both parties who hold mutual funds and interdependence on one another and having the faith, confidence, and trust shared between both parties. For Step 7.4 (Modifications), it is used to explain mutually agreed changes or alterations made to MOU. Step 7.5 (Governing law and jurisdiction) is for specifying which legal system will apply to the interpretation of the agreement and its effect if a dispute arises, and a jurisdiction clause agreeing which party will have jurisdiction to hear disputes arising from MOU. Finally, Step 7.6 (Confidentiality) is used to indicate a set of rules or a promise that limits access or places restrictions on certain types of information. Table 4-8 below summarizes the steps that are used in Move 7 (Content). TABLE 4-8 Employment of steps in Move 7 (Content) Move/Step Steps used Frequency Percentage in each 100 100 move 98.24 Move 7: Content 57 84.21 Step 7.1: MOU’s boundary 57 54.38 Step 7.2: Implementation and 56 22.80 termination 8.77 Step 7.3: Mutual expense and and/or 48 reliance Step 7.4: Modifications 31 Step 7.5: Governing law and 13 jurisdiction Step 7.6: Confidentiality 5 Six steps occur in Move 7 (Content). First, Step 7.1 (MOU’s boundary) appears in 100% of the messages followed with Step 7.2 (Implementation and termination) takes 98.24% of the messages. Next, Step 7.3 (Mutual expense and reliance) accounts for 84.21% of the messages. Step 7.4 (Modifications) appears in 54.38% of the messages. For Step 7.5 (Governing law and jurisdiction), it takes 22.80% of the messages. Last, Step 7.6 (Confidentiality) accounts only for 8.77% which is the least information of the content. It can be concluded that Step 7.1 (MOU’s boundary) is obligatory in this move. Step 7.2 (Implementation and termination) and Step 7.3 (Mutual expense and reliance) are conventional steps. For Step 7.4 (Modifications) and 7.5 (Governing law and jurisdiction), they are optional.

29 Examples of these steps from the data are provided as follows: Step 7.1 MOU’s boundary “The following types of collaboration will be pursued: - Exchange of students; - Exchange of visiting research scholars; - Joint (M.S./Ph.D.) programs in all fields of XXX; - Joint research projects in all fields of XXX; - Participation in annual XXX/XXX joint conference, international conference, seminars, symposia, workshops, and other activities agreed by both parties; and - Exchange of academic materials and other information.” (MOU 11) Step 7.2 Implementation and termination “This general agreement shall become effective for five (5) years as of the date of signature by the Dean of both parties. The amendment or termination of this general agreement shall not be effected without written deliberation between the two parties.” (MOU 15) Step 7.3 Mutual expense and reliance “This MOU expresses the intentions of the parties and places no financial obligations or supplementary funding commitments on either party.” (MOU 11) Step 7.4 Modifications “The provisions of this MoU may be amended at any time with the mutual consent of the Parties in writing.” (MOU 1) Step 7.5 Governing law and jurisdiction “This MOU records the understanding between the institutions and is not intended by the institutions to be a legally binding document and will not be enforceable in any court of law.” (MOU 13) Step 7.6 Confidentiality “Each party shall not make any public announcement or statement or publish or release any information in relation to any proposed activity or proposed collaboration without the prior written approval of both parties. Each party shall keep confidential any information received from the other party which is marked confidential or which a party notifies the other party is confidential.” (MOU 2) 4.1.2.8 Move 8 (Signatures) Move 8 is found in 57 copies of English MOUs, representing 100% of the corpus. This move provides the parties’ names, signatures, positions, and signed date, a similar means by which the messages in legal genres are closed. Table 4-9 below summarizes the steps that are used in Move 8 (Signatures).

30 TABLE 4-9 Employment of steps in Move 8 (Signatures) Move/Step Steps used Frequency Percentage in each 100 78.94 move 21.05 Move 8: Signatures 57 Step 8.1: With names, positions, 45 signed date and/or Step 8.1: With names, positions, 12 signed date, university’s seal Step 8.1 refers to the parties’ signatures with names positions, signed date which shares 78.94% of the total number of styles found in Move 8, whereas Step 8.2 refers to the parties’ signatures with names positions, signed date, university’s seal which accounts for 21.05% of the total number of styles. The majority occurrence of the colored logos indicates MOU writers’ tendencies not to add each university’s seal. Examples of these steps are provided from the data as follows: Step 8.1 With names, positions, signed date “ “Signature”, “Name”, “Position”, “Signed Date” ”. (MOU 11) Step 8.2 With names, positions, signed date, university’s seal “ “Signature”, “Name”, “Position”, “Signed Date”, and “University’s seal” ”. (MOU 3) 4.1.2.9 Move 9 (Contact information) Move 9 is found in 57 copies of English MOUs, representing 100% of the corpus. This move provides the parties’ names, signatures, positions, and signed date, a similar means by which the messages in legal genres are closed. Table 4-10 below summarizes the steps that are used in Move 9 (Contact information). TABLE 4-10 Employment of steps in Move 9 (Contact information) Move/Step Steps used Frequency Percentage in each 14.03 14.03 move 10.52 Move 9: Contact information 8 Step 9.1: Contact details of 8 nominated people and/or Step 9.2: Names of nominated 6 people Step 9.1 refers to the parties’ contact information of nominated people which shares 14.03% of the total number of messages found in Move 9, whereas Step 9.2 refers to the parties’ names of nominated people which accounts for 10.52% of the total number of messages. This shows that MOU writers prefer to provide only contact information of nominated people without their names. This may be because there are more than one specific nominated person. Examples of these steps from the data are provided as follows: Step 9.1 Contact details of nominated people

31 “Contact Person’s Name, Address, Tel.: XXX ext. XXX, Fax: XXX, Email: XXX ”. (MOU 11) Step 9.2 Names of nominated people “Contact Person’s Name”. (MOU 1) 4.2 Findings for research question 2 The research question 2 seeks to reveal the significant language functions used to express the aim of the MOUs of universities (Move 6). Upon analyzing the collected 57 English MOUs based on academic writing’s functions: describing processes, comparing or contrasting things or ideas, and classifying objects or ideas (Pozzi, 2004, p. 3). There are totally five language functions of the MOUs’ aims (Move 6) used throughout the corpus. MOU writers are always looking for ways to add words and phrases that connect MOUs’ content. The way they use to describe spatial and temporal relation is ‘prepositional phrases’ (Pozzi, 2004, p. 5). The details are presented in Table 4-11 below. TABLE 4-11 Frequency counts and percentages of the language functions used to express the aim of the MOUs (Move 6) # Language Functions used to express Frequency Percentage the aim of the MOUs (Move 6) (N=57) (100%) 1. To promote (international teachings and specified trainings, research cooperation, and diversity of 29 50.87% arts and cultures exchange) 2. To develop (international teachings and specified 14 24.56% trainings and research cooperation) 3. To facilitate (relevant academic information exchange, movement of students, and movement 9 15.78% of faculty scholars and staff) 4. To establish (international teachings and specified 3 5.26% trainings and research cooperation) 5. To engage (international teachings and specified trainings, research cooperation, diversity of arts 2 3.50% and cultures exchange, movement of students, and movement of faculty scholars and staff) As illustrated in the above table, its second column ranks the identified the language functions used to express the aim of the MOUs (Move 6) in ascending order. The third and fourth columns show the frequency and percentage of those functions respectively. The following sections discuss these language functions in turn. 4.2.1 To promote To promote is “Support or actively encourage (a cause, venture, etc.); further the progress of” (English Oxford Living Dictionaries Online). The language function “to promote” occurred in 29 collected English MOUs, accounting for the biggest share of the corpus (50.87%). In these MOUs, writers use the phrase, ‘to promote’, with three aims (Move 6): international teachings and specified trainings, research cooperation, and diversity of arts and cultures exchange. The italic parts in the following excerpts illustrate the ways the writers use this function:

32 Examples from the data: “Both parties agree to promote cooperation in education, academic exchanges and scientific research between “1st party name” and “2nd party name.” (MOU 11) “In order to coordinate the exchange and cooperation, both parties agree to promote international teachings and specified trainings between “1st party name” and “2nd party name.” (MOU 50) “The purpose of this agreement is to promote academic exchange programs and co-operation in research and education and to increase the mutual understanding between the two institutions and both countries.” (MOU 16) 4.2.2 To develop To develop is “Grow or cause to grow and become more mature, advanced, or elaborate” (English Oxford Living Dictionaries Online). The strategy “to develop” represented 14% of the corpus. By this language function, the writers use the phrase, ‘to develop’, with two aims (Move 6): international teachings and specified trainings and research cooperation. The italic parts in the following excerpts show the employment of this function: Examples from the data: ““1st party name” and “2nd party name” agree to develop academic exchange and cooperation in education and research between the two universities.” (MOU 32) “This agreement, therefore, is made as a gesture of goodwill between the two universities and both universities agree to develop joint research programs” (MOU 31) 4.2.3 To facilitate To facilitate is “Make (an action or process) easy or easier” (English Oxford Living Dictionaries Online). 15.78% of the present corpus contained “to facilitate” language function. MOU writers use this phrase to present three aims (Move 6): relevant academic information exchange, movement of students, and movement of faculty scholars and staff. The italic parts in the following excerpts confirm the utilization of this function: Examples from the data: ““1st party name” and “2nd party name” agree to facilitate knowledge and experience of their administrators, lecturers, staff, and students” (MOU 50) “The purpose of this memorandum is to facilitate the academic cooperation between the parties to the agreement.” (MOU 28) 4.2.4 To establish To establish is “Achieve permanent acceptance or recognition for” (English Oxford Living Dictionaries Online). This “to establish” language function appeared in 5.26% of the collected MOUs. MOU writers use this function with two aims (Move 6): international teachings and specified trainings and research cooperation. The use of this function is italic in the following excerpts. Example from the data: “The “1st party name” and “2nd party name” are wishing to establish cooperative relations between the two universities, especially academic in the field of Science and Technology, Language, and cultural interchange between the two institutions in education, research, and other areas, agree to the following provisions: ...” (MOU 27)

33 4.2.5 To engage To engage is “Participate or become involved in” (English Oxford Living Dictionaries Online). This “to engage” language function accounted only for 3.5% of the corpus. MOU writers use this function with all of the MOUs’ aims (Move 6): international teachings and specified trainings, research cooperation, diversity of arts and cultures exchange, movement of students, and movement of faculty scholars and staff. Listed below are how the MOU writers use this function (italic): Example from the data: ““1st party name” and “2nd party name” desire to engage in cooperative educational and research activities, for the mutual benefit of both partners.” (MOU 23) 4.3 Conclusion This chapter details the results of the present study which lie in two major aspects. First, moves and steps typically used in English MOUs of universities in Thailand have been identified. The study discloses nine moves (communicative purposes) that are used to deliver legal messages and 30 steps that are employed to support and guarantee the validity of the moves. These moves and steps form the schematic structure of the MOUs. Last, the language functions used to express the aim of the MOUs of universities (Move 6) employed by the MOU writers to make their MOUs successful are also revealed. These functions are listed in ascending order of use as follows: to promote, to develop, to facilitate, to establish, and to engage.

34 CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS This chapter presents a summary of the study and discussions of the results. After that, the study’s implications and recommendations for further studies are followed. 5.1 Summary of the study This study focuses on the ESP genre analysis, attempting to identify the internal structure of the “English MOUs of universities in Thailand” and explore language functions used to express the aim of the MOUs of universities. At first glance, MOUs seem to take the shape of a recognizable form of general legal documents. Not only can business people deal with MOUs, but people in educational field are related to them also. This research principally aims to facilitate MOU writers and readers to understand the structure and language functions of MOUs. Moreover, the results of this study are hoped to be beneficial to those in other fields of educational context, for example teachers in terms of syllabus development and production of teaching materials for business English courses, and learners either pre-experienced or experienced learners of business English in relation to interpreting the MOUs’ messages with some ideas. A total of 57 English MOUs collected during January to December 2017 from Ranking Web of Universities of which indicators are not based on number of visits or page design but on the global performance and visibility of the universities. Two analyses were applied: 1) an analysis of the internal structure through identifying moves and steps which are embedded in the MOUs and 2) an analysis of the employment of language functions used to express the aim of the MOUs of universities. The former was based on Swales’s (1990, 2004) CARS model while the latter on the academic writing’s functions by Pozzi (2004). The results of the research are presented according to the research questions in Table 5-1 below. TABLE 5-1 Summary of the findings Research Questions Findings 1. What are moves and steps Move 1: Logo of English MOUs of Step 1.1: Colored universities in Thailand? Step 1.2: Black and white Move 2: Title Step 2.1: Full term, Parties’ names Step 2.2: Full term, Abbreviation, Parties’ names Step 2.3: Full term Move 3: Background Step 3.1: General objectives Step 3.2: General benefits Step 3.3: A brief summary of the circumstances leading to the creation of MOU Step 3.4: The other existing agreements leading to the creation of MOU

35 TABLE 5-1 (CONTINUE) Findings Research Questions Move 4: Date of agreement 2. What are language Step 4.1: Date in British English functions used to express the Step 4.2: Date in American English aim of English MOUs of Move 5: Parties’ names universities in Thailand? Step 5.1: With status or positions Step 5.2: With addresses Move 6: Aim of the MOU Step 6.1: Research cooperation Step 6.2: Movement of students Step 6.3: Movement of faculty scholars and staff Step 6.4: Relevant academic information exchange Step 6.5: International teachings and specified trainings Step 6.6: Diversity of arts and cultures exchange Move 7: Content Step 7.1: MOU’s boundary Step 7.2: Implementation and termination Step 7.3: Mutual expense and reliance Step 7.4: Modifications Step 7.5: Governing law and jurisdiction Step 7.6: Confidentiality Move 8: Signatures Step 8.1: With names, positions, signed date Step 8.2: With names, positions, signed date, university’s seal Move 9: Contact information Step 9.1: Contact details of nominated people Step 9.2: Names of nominated people 1. To promote (international teachings and specified trainings, research cooperation, and diversity of arts and cultures exchange) 2. To develop (international teachings and specified trainings and research cooperation) 3. To facilitate (relevant academic information exchange, movement of students, and movement of faculty scholars and staff) 4. To establish (international teachings and specified trainings and research cooperation) 5. To engage (international teachings and specified trainings, research cooperation, diversity of arts and cultures exchange, movement of students, and movement of faculty scholars and staff) Based on the results in Chapter 4, a particular move and step occur in every MOU (100%) regarded as ‘obligatory’, the study has come up with a conceptualized model

36 which explains the internal structure (schematic structure or rhetorical organization) of an English MOU in educational field of a university in Thailand as follows: Move 2: Title Move 5: Parties’ names Move 6: Aim of the MOU Move 7: Content Step: MOU’s boundary Move 8: Signatures Five language functions used to express the aim of English MOUs of universities are prevalent among the MOUs in the present study. These include 1) to promote, 2) to develop, 3) to facilitate, 4) to establish, and 5) to engage. However, one functions has emerged from this study the most, which is “To promote (international teachings and specified trainings, research cooperation, and diversity of arts and cultures exchange)”. This may be because this language function leading to the most MOU’s aim which each party of each university intends to accomplish is to support or actively encourage international teachings and specified trainings, research cooperation, and diversity of arts and cultures exchange. 5.2 Implications of the study The results can be pedagogically useful for syllabus development and production of teaching materials for business English courses. Business English students or pre- business professionals should be advised that the main framework of English MOUs in educational field are Title, Parties’ names, Aim of the MOU, Content (MOU’s boundary), and Signatures as can be seen the following example from the data. MEMORANDUM OF UNDERSTANDING Between “1st party name” And “2nd party name” “1st party name” and “2nd party name” hereinafter referred as “parties” The purpose of this agreement is to promote academic exchange programs and co-operation in research and education and to increase the mutual understanding between the two institutions and both countries. The following types of collaboration will be pursued: - Exchange of students; - Exchange of visiting research scholars; - Joint (M.S. /Ph.D.) programs in all fields of XXX; - Joint research projects in all fields of XXX; - Participation in annual XXX/XXX joint conference, international conference, seminars, symposia, workshops, and other activities agreed by both parties; and - Exchange of academic materials and other information. “Signature”, “Name”, “Position”, “Signed Date”

37 The above framework is similar to Mashuri’s (2013) findings of his study on MOUs in educational context. His MOUs’ schematic structure were Title, Date of agreement, Parties, Parties identity, Content, and Signatures. Moreover, based on the study’s findings, analysing language functions used to express the aim of English MOUs of universities, business English, students or pre-business professionals should be taught that in educational filed MOUs’ aims focus on promoting, developing, facilitating, establishing, and engaging international teachings and specified trainings, research cooperation, diversity of arts and cultures exchange, movement of students, and movement of faculty scholars and staff. Furthermore, the study’s findings would be a beneficial guideline for MOU’s writers. For example, to complete the acceptable MOU, the writers need to be aware of pattern, framework, wording in MOU by crosschecking with the analyzed MOU template. It is expected that the findings will assist both native and non-native writers, those who are working in collaborating or coordinating section, to create their MOUs effectively. 5.3 Recommendations for further studies For the present study, only moves, steps and language functions used to express the MOU’s aim of English MOUs of universities were analyzed in which the results are narrow for only in education. Therefore, further research should compare moves, steps, and language functions of MOUs in other fields such as business, law and so on. With this suggestion, it may obtain comprehensive results which may assist on writing MOUs in wider contexts and environments. However, it is beyond the scope of this present study due to the limited time and accessibility. In addition, there were some more details in MOUs which were missed such as abbreviations of universities. Therefore, it will be completed if the further study can add these in analyzing.

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40 APPENDIX A Examples of the English MOU

Example 1 (MOU 15) 41 1st party logo 2nd party logo 1st Party Name 2nd Party Name Date which 1st Party Signed Date which 2nd Party Signed Signature of authorized person 1st Party Signature of authorized person 1st Party Name and Position 1st Party Name and Position 2nd Party 1st Party Name 2nd Party Name Personal Info. Personal Info.

42 Example 2 (MOU 3) 2nd party logo 1st party logo 1st Party Name 1st Party Name 2nd Party Name 2nd Party Name Personal Info. 1st Party Name 2nd Party Name 2nd Party Name 1st Party Name Personal Info. 1st Party Name 1st Party Name Personal Info. 2nd Signature of authorized person Signature of authorized person 1st Party 2nd Party Name and Position 1st Party Name and Position 2nd Party 1st Party Name 2nd Party Name Date which 1st Party Signed Date which 2nd Party Signed

43 BIOGRAPHY Name : Miss Thidarat Pruprong Thesis Title : Genre analysis of English Memorandum of Understanding of Universities in Thailand Major Field : English for Business and Industry Communication (English Program) Biography Education : August 2014-August 2018: Master of Arts in English for Business and Industry Communication, King Mongkut’s University of Technology North Bangkok, Bangkok May 2009-March 2014: Bachelor of Education in English, Chiang Mai University, Chiang Mai, Thailand