Abstract
<p>Research Paper Writing (RPW) plays a key role in completingall research work. Poor writing could lead to the postponement of publications. Therefore, it is necessary todevelop a program of (RPW) to improve RPW ability for EFL/ESL writers, especially for undergraduate students in Higher Education (HE) institutions, which has caught less attention of curriculum developers so far. Therefore, this studyaims to determine the core components of (RPW) program perceived as essential for EFL/ESL undergraduate studentsusing Process Genre Approach (PGA) to develop a program of RPW. The Delphi Technique (DT) was used to validate those components through the interviews of experts including two boards of ten experienced and qualified lecturers of TESOL and curriculum studies in Can Tho University (CTU) in Vietnam and UniversitiSains Malaysia (USM). The results revealed that the corecomponents of RPW programfor EFL/ESL undergraduate students were determined and confirmed. This paper is therefore believed to make a great contribution to practical applications for RPW program developers, lecturers, undergraduate and postgraduate students in EFL/ESL contexts.</p>
Highlights
Scientific writing plays a key role in academic contexts because scholarly publications contribute to career promotion and reputation
Universities in Vietnam including Can Tho University (CTU) are facing such problems. Regarding such problems and realistic needs of education, this study aims to determine and propose the core components of the content of a Research Paper Writing (RPW) program using Process Genre Approach (PGA) to teach the third year university students in academic year (2015-2016), who major in English studies in English Department, at School of Education, in CTU
Structure 8 involves a lesson related to writing the discussion section including 2 items.The core components of RPW program through the questionnaire was introduced to the expert jury
Summary
Scientific writing plays a key role in academic contexts because scholarly publications contribute to career promotion and reputation. To find solutions to those matters, approaches of L2 writing teaching and learning have become a great concern since 1980 (Hyland, 2003). Studies on the effects of the product, process and genre approach have been explored so far. The findings of those studies showed that each writing teaching approach has its own strengths and limitations. The process approach concentrates on language skills, whereas no emphasis on linguistic knowledge is given. Much similar to the product approach, the genre approach is blamed for limiting learners’ creative thoughts about content; it has some strengths as a result of a great emphasis on conventions, readers and www.ccsenet.org/hes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
