1. Use of comparative and/or superlative adjectives in results Function: To highlight the discrepancies between various measurable variables Example: “Most students indicated their desire to get a romantic partner before graduation. However, their biggest concern is whether they got enough time for their academic studies, as shown in this chart.”
2. Use of signposting/transitional devices Function: To guide the audience through the presentation according to the chronological order or degree of significance./To ensure a smooth transition between two different points. Examples: (1) “First, we distributed the questionnaire to 45 respondents. Then we carried out 9 interviews to collect qualitative data.” / (2) “You may think that students tend to print out their notes before they came to the lessons. However, according to our findings, most students preferred downloading the notes into their laptops.”
3. Indication of immediacy Function: To pinpoint the urgency of the issue/problem under study and thus increase the apparent significance of the research. Example: “It has become a very difficult task for teachers to engage their students nowadays.”
4. Use of in-group markers Function: To strengthen the sense of connection between the presenter and the audience. Example: “We only have a few canteens in our university.”
5. Use of first and second personal pronouns Function: To address the audience directly/ To increase the interactivity of the presentation. Example: “You know the distance between AC1 and AC2? It usually takes me at least 10 minutes to walk between the two buildings.”
