SUMMARY
Presenting research gap(s) in a research article (RA), particularly in the abstract and introduction, should be considered by authors, since it functions to show the novelty of the research. As there have been limited studies on the possible variations in authors' research gap strategies and the problems in identifying research gaps, this mixed-method study aimed to fill the gaps. Using genre analysis, this study compared the use of research gap strategies in English Language Teaching (ELT) RA abstracts and introductions by three groups of authors, namely, Indonesian doctoral students, Indonesian academics, and international authors. The results of the quantitative analysis in this study indicated that the three groups share similarities and differences in using the types of research gap strategy in their ELT RA abstracts and introductions. Then, the qualitative analysis using semi-structured interviews with ten doctoral students revealed some problems encountered by them in identifying research gaps during research activities. Finally, this study demonstrates the extent to which our findings have theoretical and practical implications concerning the use of strategies in presenting research gaps in RAs.