Genre analysis is today's dominant approach for textual analysis, especially in the ESP learning and teaching profession. Adopting this approach, the present study compares the Introduction chapters of MA theses in ELT (English Language Teaching) written by Thai students to those written by American university students based on the move-step analysis. Two sets of corpora comprise 30 TSI (Thai student Introduction) and 30 ASI (American student Introduction) Introduction chapters from the theses that followed the traditional five-chapter pattern or ILrMRD. All the TSI and ASI datasets were purposively collected from two electronic databases of graduate theses and dissertations, publicly known ThaiLis Digital Collection and ProQuest Dissertations and Theses. These were subsequently analyzed using genre analysis approach. The modified CARS model introduced by Bunton (2002) guides the move-step analysis. To ensure the coding reliability and consistency, the coding analysis of a subset of the entire datasets between the researcher and an expert coder was checked, and the coding agreement was at a highly satisfactory level. The findings demonstrated that both Thai and American MA students followed the moves and steps proposed in the framework to construct their Introduction chapters rhetorically. Both similarities and differences were discovered in the Introduction chapters investigated, in terms of the communicative purpose, the frequency of move-step occurrences, and the move-step classification. Pedagogical implications drawn from the present study are useful for EAP practitioners and research writing instructors, allowing ESL/EFL teachers to equip their graduate students with an appropriate rhetorical outline for thesis Introduction composition.

It is undeniable that a textbook is a useful resource for teaching and learning. In English language education, especially in EFL countries, EFL teachers use a suitable EFL textbook to facilitate student learning. The present study, therefore, presents the current situation of how EFL textbooks are chosen as a core material in Thai public schools. An online questionnaire was distributed to 30 participants, who were English language teachers working at Thai public schools under the Office of the Basic Education Commission (OBEC). Interviews were also conducted to elicit more data from some of the participants. The findings of the study reveal that an EFL textbook is chosen based on whether it follows the Basic Education Core Curriculum, the textbook content, the textbook quality approval from the Ministry of Education, and price. However, the analysis shows that a systematic evaluation of an EFL textbook is not undertaken before the textbook is used, which can affect the teaching and learning outcomes in an EFL classroom. This paper proposes some recommendations regarding textbook evaluation criteria for those who are in charge of selecting a proper EFL textbook so that they can systematically evaluate and choose a practical textbook for their EFL classroom. It is also hoped to raise Thai EFL teachers’ awareness of the need for a proper textbook evaluation to be undertaken before a textbook is used in an EFL classroom.