The paper explores the target genres, determines the specificity of writing competences covered within the course, and then develops a competence-based course schedule. Since this is the first attempt of its kind, the paper is expected not only to present a needed course for the engineers at VAEI but also to provide suggestions for course design and its implementation in the light of Competence-based Approach. | VNU Journal of Science: Education Research, Vol. 33, No. 1 (2017) 34-46 Developing a Writing Course for Engineers at Vietnam Atomic Energy Institute Using Competence-based Approach Pham Thi Thu Trang1, Duong Thu Mai2,* 1 Vietnam Atomic Energy Institute, 59 Ly Thuong Kiet, Hoan Kiem, Hanoi, Vietnam 2 VNU University of Languages and International Studies, 01 Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 02 August 2016 Revised 26 September 2016; Accepted 15 March 2017 Abstract: The strong needs of the working learners at Vietnam Atomic Energy Institute (VAEI), the urgent requirements of their jobs and ambitious expectations of the Institutes’ authorities have given strong impetus to the designing of a special writing course for the learners. In relation to course designing, the use of competence-based approach has proved more effective than the other existing approaches in producing learning outcomes that can meet future staffing requirements of the institute. Based on the anslysis of VAEI contexts, the learners’ needs and the employers’ requirements, the paper explores the target genres, determines the specificity of writing competences covered within the course, and then develops a competence-based course schedule. Since this is the first attempt of its kind, the paper is expected not only to present a needed course for the engineers at VAEI but also to provide suggestions for course design and its implementation in the light of Competence-based Approach. Keywords: Course designing, English for Special Purposes, writing course, competence-based. 1. Rationale* may be especially frightening to these working students. This is not only because different languages seem to have different ways of organizing ideas and structuring arguments but because students’ prior writing experiences in the school, college or university do not prepare them for the literacy expectations of their professional workplace. Due to widespread concern about the quality of students’ .
