A Study of Academic Genre
Exploring Writing in English for University Purposes With Vietnamese Students
Bibliographic Data
| ID | 23038526 |
|---|---|
| Authors | Michelle Evans (0000-0001-9318-3202, University of Leeds, corresponding author), Michelle J Evans |
| Year | 2019 |
| Volume | 35 |
| Issue | 1 |
| Publication date | 2019-02-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | VNU Journal of Foreign Studies (JOURNAL) |
| Journal identifiers | ISSN: 2525-2445 • E-ISSN: 2525-2445 |
| Publisher | Vietnam National University of Languages and International Studies (PUBLISHER) |
| DOI | 10.25073/2525-2445/vnufs.4338 |
| OpenAlex | W2921531192 |
| Language | DE |
| Citations received | 1 |
| References cited | 17 |
Higher Education students in Vietnam are increasingly expected to write in English for university and professional purposes. This study identified the written texts in English that postgraduates had written for university purposes and explored their perceptions of or attitudes towards these. Using a classification of university genres developed from the British Academic Written English (BAWE) Corpus, ten case study students showed how their experiences of genres at lower levels of education had been heavily standardised. At undergraduate levels, English-major students and students studying in English-medium instruction were expected to write a wider variety of genres. At postgraduate levels, however, students from all subject areas were also required to write some genres, especially scientific research reports in English. Students’ attitudes towards assignments were influenced by effort and achievement levels, and the extent to which they felt prepared to write the type of text required. A number of key writing challenges were identified by students via self-reports and think-aloud protocol methods. Many students felt unprepared to write the genres expected of them, including the need for academic vocabulary and critical thinking. Findings indicated that non-English major postgraduate students (especially those enrolled on science-based courses) could benefit from a genre-sensitive pedagogy at late undergraduate or early postgraduate level.
Academic writing · Higher education · Library science · Linguistics · Mathematics education · Pedagogy · Perception · Political science · Subject (documents) · Think aloud protocol · Variety (cybernetics) · Vietnamese · Vocabulary · Computer Science · Discourse Analysis in Language Studies · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
English as a Global Language
Genres across the Disciplines
Professional Academic Writing by Multilingual Scholars
Lingua Franca English, Multilingual Communities, and Language Acquisition
Case Study Research
A Classification of Genre Families in University Student Writing
English in Asia, Asian Englishes, and the issue of proficiency
Analysing genre
Learning to write, reading to learn
Medium of instruction in Asia
The impacts of globalisation on EFL teacher education through English as a medium of instruction
Issues to consider when implementing student-centred learning practices at Asian higher education institutions
Genre Analysis
Multilingual Scholars and the Imperative to Publish in English
The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region
Mind, Language, and Epistemology
Metadiscourse
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |