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L2 College Students' Disciplinary Literacy Development: The Mediating Role of Writing Practice

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Title: L2 College Students' Disciplinary Literacy Development: The Mediating Role of Writing Practice
Language: English
Authors: Soomin Jwa (ORCID 0000-0002-2156-8012)
Source: Journal of Language, Identity, and Education. 2024 23(5):658-674.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, Academic Language, Intellectual Disciplines, Self Concept, Instructional Design, Instructional Materials, Literacy, Writing Instruction, Writing Research, Student Attitudes, English (Second Language), English for Academic Purposes, Foreign Students, Korean, Native Language, Undergraduate Students, Asians
DOI: 10.1080/15348458.2022.2029449
ISSN: 1534-8458
1532-7701
Abstract: Students' engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks across the curriculum as nonmajors. Using qualitative analysis, the research examined student writing in general education courses, course materials, and student interviews. The researcher analyzed data in search of developmental signs, that is, the points at which students acquired or reshaped their literacy practices according to disciplinary expectations. Study findings show that the features of writing tasks frame the ways in which students conceptualize disciplinary expectations, which manifested in three ways: Knowledge-telling, inferential search, and identity construction as a member. The relationship between academic literacy and writing tasks points to the importance of course materials and design, a variable to consider for improving instruction. Based on the findings, the present study discusses implications for teaching and research in L2 writing.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437734
Database: ERIC
FullText Text:
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  Data: L2 College Students' Disciplinary Literacy Development: The Mediating Role of Writing Practice
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  Data: <searchLink fieldCode="AR" term="%22Soomin+Jwa%22">Soomin Jwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2156-8012">0000-0002-2156-8012</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Language%2C+Identity%2C+and+Education%22"><i>Journal of Language, Identity, and Education</i></searchLink>. 2024 23(5):658-674.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/15348458.2022.2029449
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  Data: 1534-8458<br />1532-7701
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  Data: Students' engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks across the curriculum as nonmajors. Using qualitative analysis, the research examined student writing in general education courses, course materials, and student interviews. The researcher analyzed data in search of developmental signs, that is, the points at which students acquired or reshaped their literacy practices according to disciplinary expectations. Study findings show that the features of writing tasks frame the ways in which students conceptualize disciplinary expectations, which manifested in three ways: Knowledge-telling, inferential search, and identity construction as a member. The relationship between academic literacy and writing tasks points to the importance of course materials and design, a variable to consider for improving instruction. Based on the findings, the present study discusses implications for teaching and research in L2 writing.
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