ERIC Number: EJ1330016
Record Type: Journal
Publication Date: 2022-Mar
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
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Writing Strategies as Acts of Identity
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v56 n1 p230-253 Mar 2022
Working within the framework of language learner strategies, and more specifically strategies employed by L2 writers, this article presents findings from a qualitative, longitudinal study of seven international college students in the United States. On the basis of data comprising 54 interviews with the students over a period of four years, and over 100 samples of their written work, three questions are addressed: 1) What strategies did the students use to achieve writing success within their academic discourse community? 2) How did the writers' decisions to employ specific strategies reflect academic and other goals? 3) How did the students' uses of strategies over time reflect their evolving identities? Findings indicate that the students all used diverse strategic repertoires, and that their implementations of specific actions in specific contexts were reflective of unique goals and aspirations. By highlighting links among strategies, goals, and identities, this article proposes an understanding of advanced EAL writers as nimble, self-aware actors whose approaches to composing indicate not only their interests in developing new competencies in English, but also their desires to construct future selves.
Descriptors: Writing Strategies, Self Concept, Second Language Learning, Second Language Instruction, English for Academic Purposes, Advanced Students, Decision Making, Writing (Composition), Foreign Students, College Students, Longitudinal Studies, Academic Aspiration, Language Proficiency, Student Attitudes
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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Language: English
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