English academic writing through the lens of culture: Implications for current practices in Vietnam

Abstract

Academic writing is a crucial skill for language learners, especially at tertiary education level. Various studies have pointed out several setbacks and difficulties faced by learners of English. However, when it comes to the essential reasons behind these, the writer’s cultural identity and the hegemonic nature of writing conventions may cause dilemmas for both teachers and learners. This paper situates the discussion of English academic writing conventions as perceived in Vietnam, problematizing how Vietnamese EFL (English as a foreign language) learners are culturally informed and engaged in the process of acquiring skills and knowledge and whether relevant “local” stakeholders are aware of the long-standing difficulties that the students face in their very own academic territory.