Flourishing Creativity & Literacy - Mature Taiwanese Writers’ Development of Writing and Voices between Different Academic Environments

Oct 15, 2026

Uploaded by Terk

The study examines how four mature L2 writers develop writing and voices in English across different academic environments. It aims to support teaching academic ESL writing in the U.S. and college writing in Taiwan by analyzing voicist concepts linked to voices and identities. Using qualitative methods to interpret composing processes, the research highlights key challenges for Taiwanese L2 writers abroad, including weak academic writing skills and limited positioning through individual voice, restricted linguistic resources, and reduced confidence to express ideas.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

International graduate students and writing research

Voice, individualism, and assessment in L2 writing

Purpose and research focus

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 5; October 2015 Australian International Academic Centre, Australia Flourishing Creativity & Literacy Mature Taiwanese Writers’Development of Writing and Voices between Different Academic Environments Shu-Fen Yeh Department of Applied English, Shih Chien University 200 University Road, Neimen, Kaohsiung 84550 Taiwan, R.O.C. E-mail: [susanyeh@g2.usc.edu.tw](susanyeh@g2.usc.edu.tw) Doi:10 .7575/aiac.alls.v.6n.5p.197 URL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.5p.197](http://dx.doi.org/10.7575/aiac.alls.v.6n.5p.197) Received: 03/05/2015 Accepted: 04/08/2015 Abstract The present study explores four L2 mature writers’ development of writing and voices in English between different academic environments, and seeks to create more meaningful grounds for teaching academic ESL writing in the U. S. and college writing in Taiwan. The approach of this study is influenced by Hirvela and Belcher ’s (2001) reading of terms they define as voicist—in other words, terms that refer to voices and identities. Qualitative research methodology is adequate for this exploratory study because of its capacity to gain in-depth and interpretive understanding of the composing process that second language writers employ in different contexts. The study results have highlighted some of the major challenges of academic writing Taiwanese L2 writers encounter when studying abroad at graduate level. One of the salient problems is inadequate academic writing skills, and the sub-problem is a failure to express ideas with a strong individual voice and to position themselves appropriately in their texts (e.g. having a narrow scope of positioning themselves, applying limited linguistic features to position themselves and lacking confidence to express their ideas and to position themselves in texts) .As a result, they face great challenges in the Western educational system, but with their development of academic writing skills, voice, critical thinking through academic writing practices, L2 writers can overcome the challenges and become successful writers which can in turn lead to successful academic careers and publishing. Keywords: Second language writing, voice and positioning, academic writing 1. Introduction As numbers of international graduate students in North American institutions have increased over the last 25 years, research attention on second language writing has increased sharply and begun to shift the primary focus from second language learner (L2) undergraduates to the L2 graduate student population (Leki et al., 2008) . Many L2 scholars and educators claim that those diverse groups of ESL students represent social, political, cultural, and educational ideologies informing literacy practices (e.g. Gee, 1996), and that their prior academic writing practices are significant in informing their current writing practices and influencing their writing development. Therefore, Matsuda (1998) has called for research on ESL writers from diverse backgrounds, with a view toward understanding them as writers and exploring how their past educational backgrounds have impacted their writing in different academic contexts. Many international students arrive in graduate school in the United States as already highly respected and established professionals in their home countries. Even though these students have a high degree of disciplinary knowledge, experience writing within their disciplines in L1, and a background of reading in English, they still need to face the challenge of learning between different academic environments. Many of these graduate students face the challenge of adapting to a new context in which the educational system and culture are strongly linked with the ideology of individualism. Therefore, many scholars have researched the dilemmas and struggles faced by L2 English writers from different cultures and linguistic backgrounds. In recent tim

FAQs

What does the study investigate about mature L2 writers?

It explores four mature L2 writers’ development of writing and voices in English across different academic environments.

Why is qualitative research used in this study?

Qualitative methodology supports in-depth, interpretive understanding of the composing process that second language writers use in different contexts.

What major challenges do Taiwanese L2 writers face when studying abroad?

The study highlights inadequate academic writing skills, difficulty expressing ideas with a strong individual voice, and limited or narrow positioning within their texts.

Oct 15, 2026

Uploaded by Terk