Students’ Writer Identities and Writing Practice in Tertiary English-Medium Instruction in China

Jingjing Hu, Sihang Yuan and Xuesong (Andy) Gao ()
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Jingjing Hu: School of Foreign Languages, Sun Yat-Sen University, Guangzhou 510275, China
Sihang Yuan: School of Foreign Languages, Sun Yat-Sen University, Guangzhou 510275, China
Xuesong (Andy) Gao: School of Education, The University of New South Wales, Sydney, NSW 2052, Australia

Sustainability, 2022, vol. 14, issue 22, 1-15

Abstract: This study adopts a case study approach to examine how students write in English-medium instruction contexts. It also explores why they write in this way from the perspective of writer identity. Four Chinese university students’ EMI course essays, as well as their interview and stimulated recall responses were collected. The analysis results presented three patterns of writer identity: (1) a member, as an EMI writer, of the academic community as the dominant self; (2) a student writer meeting the course requirements as the dominant self; (3) struggling between the two selves. Having different types of writer identities, the students wrote their EMI course essays in different ways. Their writings presented different features in terms of discoursal choice, language form and format. Suggestions for EMI teaching, EMI teacher training and curricula at the university level are provided.

Keywords: writer identity; English-medium instruction; academic writing (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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