TEACHING RESEARCH PAPER WRITING: FROM LITERATURE REVIEW TO CONCLUSION
Abstract
This study explores effective pedagogical approaches for teaching research paper writing to English as a Foreign Language (EFL) university students, focusing on the systematic development of skills from literature review construction to conclusion formulation. Through a mixed-methods research design involving 120 undergraduate students from three universities in Uzbekistan, this study examined the effectiveness of a scaffolded, process-oriented instructional model. The experimental group (n=60) received systematic instruction in five sequential stages: topic selection, literature review synthesis, methodology design, results presentation, and conclusion writing. The control group (n=60) received traditional instruction. Pre-test and post-test assessments revealed significant improvements in the experimental group across all research paper components (p<0.01). Students demonstrated 73% improvement in literature review quality, 68% in methodological coherence, and 71% in conclusion effectiveness. Qualitative analysis identified key challenges including source integration and paraphrasing skills. The findings suggest that systematic, scaffolded instruction combined with peer review, formative feedback, and digital tools significantly enhances EFL students' research paper writing competence.
Keywords
research paper writing, academic writing competence, literature review, scaffolded instruction, EFL pedagogy
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