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Nowadays, writing has required much greater depth and breadth and it is time for teachers to study a new teaching method to motivate students in writing classes. Process writing, a form of writing that instructs the reader on completing a specific task through clear, logical steps, has become the main theme in several researches to support student’s writing ability. This paper examines the effects of attempts to process writing on English-majored students at Vinh University. 96 second-year students participated in the study during the Reading and Writing course. A pre-post test and a survey questionnaire were used to collect the data. The results show that process writing positively impacts students’ writing competencies and students have a positive attitude with using process writing in the course. The findings conclude with a discussion and some pedagogical implications for teaching writing in tertiary education.
Keywords: process writing: English-majored students, impact, writing competencies;
