international student, doctoral student, scholarly writing, feedback, writing group, English as an Additional Language
Although international/English as an Additional Language (EAL) doctoral students bring unique academic, professional, cultural, and linguistic strengths to the university setting, for many students, requirements to produce scholarly writing in English is a source of stress. This case study examined how a writing feedback group supported the language socialization of four international/EAL doctoral students into scholarly writing through a qualitative research design framed in participatory action research. Three primary themes emerged from the data: (a) the writing feedback group became a social, collegial, and supportive space contributing to international/EAL doctoral students’ evolving development and persistence as doctoral students and scholarly writers; (b) participation in ongoing feedback loops as both an author and a reader provided students opportunities to advance in their writing skills and mature in their persistence; and (c) feedback loops facilitated appreciation for the scholarly writing process. Findings highlight the need for institutes of higher education to diversify international/EAL students’ doctoral experiences.
Spies, Tracy Griffin; Xu, Yunying; Deniz, Fatmana Kara; Carcoba-Falomir, Gloria A.; and Sarisahin, Suheyla
"English as an Additional Language Doctoral Students’ Ongoing Socialization Into Scholarly Writing: How Do Writing Feedback Groups Contribute?,"
Journal of Response to Writing: Vol. 7:
1, Article 5.
Available at: https://scholarsarchive.byu.edu/journalrw/vol7/iss1/5