This study examines the use of formulaic sequences, specifically lexical bundles, in academic writing, focusing on abstracts, introductions, and conclusions of linguistic and literacy research articles. By analyzing a corpus of 450 academic texts with AntConc software, the study identifies 214 unique formulaic sequences and examines their frequency and structural variations. Results reveal that four-word lexical bundles are predominant, accounting for 61.68% of formulaic sequences, with common examples including "the purpose of this" and "in this study." The analysis finds that these formulaic expressions enhance linguistic fluency and clarity, serving distinct functions across different sections of academic writing.
The study highlights that lexical bundles are more frequently used in conclusions than in abstracts or introductions, possibly due to the density of information presented. It also demonstrates that formulaic sequences contribute significantly to academic discourse by facilitating efficient communication of complex ideas. The findings underscore the importance of familiarizing students with such sequences in academic settings, suggesting that enhanced awareness of formulaic structures can improve fluency and expression. The study calls for further research on formulaic sequences across larger corpora to deepen understanding of their role in academic writing and suggests that English for Academic Purposes (EAP) instructors emphasize these structures to enhance student proficiency.