Sentence 2: This can make it harder for students who are learning English as an additional language (EAL) to understand and succeed in university studies compared to their peers who are fluent in English (Abedi & Gándara, 2006).

Question

BlackTom AI · Accepted Answer

To start, we consider what each section of a research article typically covers and how the given sentence functions within that structure.
Option 1: Introduction. The line describes a general issue or problem that motivates the study—that EAL students face additional challenges in university settings compared to fluent peers. This kind of background information, often citing prior work (e.g., Abedi & Gándara, 2006), is characteristic of an introduction where authors establish the research problem and rationale.
Option 2: Methods. Methods describe how the study was conducted, including design, sample, instruments, and procedures. A statement about the comparative difficulty faced by EAL students, while contextual, does not illuminate the procedure or data collection itself, so it does not fit the methods section.
Option 3: Results. The results section presents the data and findings from the study, often with numbers, statistics, or themes derived from analysis. A sentence about broader challenges experienced by a population is not presenting study results or outcomes, making this option unlikely.
Option 4: Discussion. The discussion interprets findings, discusses implications, limitations, and future directions. While it may reference how results relate to EAL learners, the given sentence describes a general condition rather than interpreting specific study outcomes, so it does not align with typical discussion content.
In summary, the sentence serves to establish context and rationale for the research, which aligns with the Introduction’s purpose. The remaining sections focus on methods, results, or interpretation rather than setting up the problem space.

LLED_V 201 VE2 2024W2 Categorizing IMRD Sections of a Research Paper Abstract

Sentence 2: This can make it harder for students who are learning English as an additional language (EAL) to understand and succeed in university studies compared to their peers who are fluent in English (Abedi & Gándara, 2006).

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