Challenges in research report writing among english-majored students: A quantitative study

Tran Thanh Du Du; Dang Thi Bao Dung; Au Minh Triet; Nguyen Thi Kieu Huong

doi:10.31893/multirev.2025304

Keywords:

english majors

research report paper

writing skills

Abstract

In Vietnam, research report writing is a popular and mandatory activity for English-majorized students at universities. Students are typically required to complete a research report after finishing a course and as part of their graduation requirements. Research report writing is a critical skill that not only influences academic performance but also prepares students for professional careers that demand analytical and writing proficiency. However, the outcomes are underwhelming, as the scores students receive for their papers tend to be relatively low. The current study was conducted with the purpose of investigating problems English-majored students at Thu Dau Mot University (TDMU) face when writing a research report paper and proposing several solutions to address these challenges. Using a quantitative approach, a survey questionnaire was administered to 225 English-majored juniors and seniors to assess their difficulties in various aspects of research report writing. The results indicated that students’ problems in their research report writing were related not only to language factors, such as vocabulary, grammar, and academic style but also to research methodology factors, including formulating research questions, structuring reports, and appropriately citing sources. Furthermore, issues related to time management, intrinsic motivation, and academic writing conventions were also identified as barriers to effective research writing. The results indicated that students’ problems in their research report writing were related not only to language factors but also to research methodology factors. By presenting strategies and recommendations, this study contributes significantly to enhancing the teaching and learning of research report writing in the context of TDMU specifically and in Vietnamese academic contexts more broadly.
References
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15. Rizki, R. (2023). Exploring EFL students' challenges and solutions in writing their undergraduate theses [Doctoral Dissertation, English Department].
16. Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26 (6), 883-897.
17. Suryatiningsih, N. (2019). EFL students’ difficulties in writing a research proposal. International Journal of Humanities and Innovation (IJHI), 2 (4), 96-102.
18. TDMU (2022). Description of English language programme.
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21. Zhou, X. E., Wang, X., & Mann, S. (2025). Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens. System, 129 , 103607. https://doi.org/10.1016/j.system.2025.103607

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Du, T. T. D., Dung, D. T. B., Triet, A. M., & Huong, N. T. K. (2025). Challenges in research report writing among english-majored students: A quantitative study. Multidisciplinary Reviews, 8(10), 2025304. https://doi.org/10.31893/multirev.2025304

[1] Azadovna, R. M. (2020). Improving speaking skills in foreign language at secondary school educational system. Science and Education, 1 (5), 47-51.

[2] Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5 (1), 4-18. https://doi.org/10.1016/j.jeap.2005.10.002

[3] Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. Studies in Second Language Acquisition, 32 (2), 181-201. https://doi.org/10.1017/S0272263109990490

[4] Gabi, C. (2022). Academic writing . Altralogue.

[5] Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes. TESOL Journal, 4 (1), 9-24. https://doi.org/10.1002/tesj.60

[6] Hyland, K., & Jiang, F. (2017). Is academic writing becoming more informal? English for Specific Purposes, 45 , 40-51. https://doi.org/10.1016/j.esp.2016.09.001

[7] Lestari, D. M. (2020). An analysis of students’ difficulties in writing undergraduate thesis at English education program of Muhammadiyah university of Bengkulu. Journal of English Education and Applied Linguistics, 9 (1), 17-29.

[8] Lin-Siegler, X. (2018). The master of clarity and precision. In P. Lemaire (Ed.), Cognitive Development from a Strategy Perspective: A Festschrift for Robert Siegler (pp. 207-215). Routledge.

[9] Lowe, D., & Willey, K. (2018). Conceptualising academic rigour in engineering degree programs. [Paper presentation]. AAEE (Australasian Association for Engineering Education) Conference 2018, Hamilton, New Zealand.

[10] Maznun et al. (2017). Undergraduate ESL students’ difficulties in writing the introduction for research reports. Advances in Language and Literary Studies, 8 (1), 9-16.

[11] Nasser, S. M. (2018). Iraqi EFL students’ difficulties in writing composition: An experimental study. International Journal of English Linguistics, 9 (1), 178-184.

[12] Patel, P., Torppa, M., Aro, M., Richardson, U., & Lyytinen, H. (2022). Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial. Journal of Computer Assisted Learning, 38 (1), 76-89.

[13] Podesva, R. J., & Sharma, D. (2013). Research methods in linguistics . Cambridge University Press.

[14] Puspita, C. (2021). Factors affecting students’ difficulties in writing thesis: Mixed-methods research at 8th semester of English study program in Iain Curup. English Language and Literature International Conference (ELLiC) Proceedings, 3 , 13-22.

[15] Rizki, R. (2023). Exploring EFL students' challenges and solutions in writing their undergraduate theses [Doctoral Dissertation, English Department].

[16] Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26 (6), 883-897.

[17] Suryatiningsih, N. (2019). EFL students’ difficulties in writing a research proposal. International Journal of Humanities and Innovation (IJHI), 2 (4), 96-102.

[18] TDMU (2022). Description of English language programme.

[19] University of Leeds (2019). What is academic writing? Retrieved December 05, 2019, from https://library.leeds.ac.uk/info/14011/writing/106/academic_writing

[20] Wang, X., Chen, J., & Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, 12 , 624430.

[21] Zhou, X. E., Wang, X., & Mann, S. (2025). Fostering an ecological synergy of learning-research-practice with pre-service Languages Other Than English teachers in China: A translanguaging lens. System, 129 , 103607. https://doi.org/10.1016/j.system.2025.103607

Abstract

References

How to cite