EFL Learners’ Perceptions of Using Swales’ CARS Model for Academic Writing: A Case Study

Abstract

This qualitative case study explores the perceptions of eight Indonesian undergraduate EFL students about using Swales’ Create A Research Space (CARS) Model to learn to write research article introductions. Following explicit instruction in an Academic Writing course, data were gathered through interviews, reflection journals, and classroom observations and analyzed thematically. The study identified three main findings. First, students viewed the CARS Model as a valuable tool for understanding the rhetorical structure of research article introductions, enhancing their awareness of the communicative functions of each Move. Second, participants reported increased confidence in their academic writing, describing the model as a practical guide that reduced anxiety, aided in planning, and improved self-efficacy. However, despite these benefits, students continued to struggle to create a research niche, particularly in identifying gaps, critiquing literature, conveying significance, and developing persuasive arguments. These difficulties appeared to stem from the higher-order cognitive skills required, rather than from a lack of understanding of the model itself. Overall, the findings indicate that explicit genre-based instruction fosters genre awareness and confidence, but novice EFL writers need additional support to master the cognitively demanding task of establishing a research niche.