Periphery researchers in sciences have been found to have problems with publications of their research articles (RAs) in scholarly journals. However, the corpus-based studies available tended to focus more on RAs' features than on the development of pedagogical practices aiming to enhance researchers' writing ability. Having witnessed these problems among Thai researchers trying to publish their works, I conducted a three-year, research-and-development study, constructing an instructional model by initially exploring problems and needs of 125 Thai research assistants and researchers in 2010. The participants revealed writing problems in sentences, paragraphs, essays, and RAs. Also, the research assistants showed stronger needs in developing their writing abilities in such discourse levels than the researchers did. These results informed the constructed model implemented in phases two and three, in 2011 and 2012, where 25 and 30 research assistants in sciences were taught to write scientific RAs. The findings revealed the effective use of the teaching model. The participants could write their scientific RAs effectively. Their L1 content was expressed in English more fluently from sentences to paragraphs to form their complete RAs. With awareness of RAs' generic features in their fields, they could write professionally despite some Thai collectivist thought patterns hindering English writing. The findings suggest that the model rested on the participants' backgrounds is of use to educators/researchers to develop scholarly-writing abilities of periphery researchers in non-English science institutes.
Saneh Thongrin, Thammasat University, Thailand
Stream: Language education
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