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Bài báo - Tạp chí
(2015) Trang: 26
Tạp chí: iLEC 2015 (international Language and Education Conference), Malaysia, 7-8 October 2015

Research paper writing is an integral part of completing all research work for dissemination of its outcomes, especially through publications. However, developing theories and enhancing practices of research paper writing in EFL classrooms has not been a great concern. This paper therefore, aims to propose a conceptual framework of teaching research paper writing for EFL university students using a process genre approach (PGA). Process Genre Model (PGM) proposed in this study was an integration of four theories: (1) Process Genre Theory (PGT) proposed by Badger and White’s (2000); (2) PGT proposed by Yan (2005); (3) PGT proposed by Nordin, S., & Mohammad, N., (2006) and (4) Cognitive Process Theory (CPT) of writing proposed by Flower and Hayes (1981).  In order to validate the proposed PGM, structured interviews with a board of ten experienced and qualified lecturers of TESOL and curriculum studies were also conducted.The results from the interviews revealed that the proposed PGM of this study was validated by a board of lecturers. In this paper, the term of research paper writing ability is defined. Moreover, Cognitive Process Theory (CPT) of writing proposed by Flower and Hayes (1981), and theories of PGA are also presented and discussed. PGM is also  presented and intepreted. The paper ends with a conclusion.This paper is believed to contribute to both academic writing theories and practical applications to research paper writing program developers, lecturers, undergraduate and postgraduate students in EFL/ ESL contexts.


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