TEACHING VIETNAMESE UNDERGRADUATES’ ABSTRACT WRITING THROUGH PROCESS GENRE APPROACH

Kim Thanh Tuyen, Thach Kim Bao Thi

Abstract


The main objective of this study is to find out whether the process genre approach is better than the product approach to teach abstract writing to university students in Vietnam. A non-equivalent control group experimental design with pretest and posttest was used to determine the effects of the research writing program on students’ abstract writing ability in terms of the content, organization, language use, and mechanics use between the control group and experimental group. In the experiment, 65 participants (the third-year students, majoring in English) were placed into one experimental group (20 students) and one control group (45 students). Two groups were instructed by the same lecturer during one semester of 45 periods (theory, practice and assessment). The experimental group was required to receive the proposed research writing program based on the proposed model, whereas the control group received the existing program through the product approach. After the treatment, the results revealed a significant difference in the means of posttest scores on content, language use and mechanics use skills, except for organization in the abstract section. For this reason, we can conclude that the process genre approach positively affects content, language use, and mechanics use skills except for organization in the abstract section compared to the product approach.

 

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Keywords


process genre approach; product approach; abstract section; quasi-experiment design

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v10i1.6530

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