IDENTIFYING SOME COMMON BARRIERS IN RESEARCH WRITING PROCESS – AN INVESTIGATION ON THE SECOND YEAR STUDENTS OF THE DEPARTMENT OF ENGLISH STUDIES, HANOI UNIVERSITY

Abstract

Research capacity strengthening has been considered a characteristic of higher education and an essential skill to facilitate students’ deeper learning of specialized subjects. However, to acquire this skill, students have to undergo a certain scientific process, including choosing a topic, reviewing literature, synthesizing and analyzing theories to recognize research gaps, thence, developing measurement tools and assessing the results to have a comprehensive and practical look at their issue of interest. This relatively complicated procedure requires significant transformation from simple irrational thinking at previous learning levels to critical thinking. Thus, almost all students encounter numerous difficulties in conducting their first research.

This study investigates second-year students who study Primary research at the English Department to identify obstacles hindering their acquisition of this skill. It focuses on evaluating students’ understanding of Primary research theories as well as some specific problems they have in writing Literature review. The study then compares and contrasts levels of perceptions among students and explored reasons for the differences (if there is any). Based on the findings, the authors identify students’ common barriers in research writing that teachers need to take in consideration to yield more precise outcomes of their ability.