Japanese Exchange Students' Writing Experiences in a Canadian University

Shi, Ling; Beckett, Gulbahar H.

doi:10.18806/tesl.v20i1.937

Cited by 9 publications

(5 citation statements)

References 25 publications

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“…Individual differences in writing from sources inevitably arise because of the challenges inherent in knowing what and how much to focus on, selecting which sources to use, what to cite and not to cite and how, how to establish the relevance and authority of sources, how to achieve diverse purposes, express one's own views, select between source ideas easily or poorly understood, resolve contradictions, and so forth (Shi, 2010(Shi, , 2011(Shi, , 2012a(Shi, , 2012bAllen, 2004;McCarthy Young & Leinhardt, 1998;Petric & Harwood, 2013;Thompson, Morton, & Storch, 2013). Wette (2010, p. 158) succinctly observed that "students had difficulties comprehending complexities in texts, summarizing propositional content accurately, and integrating citations with their own voices and positions."…”

Section: Resultsmentioning

confidence: 99%

“…These include differences between summary and response essays based on the same source text (Ascenci on Delaney, 2008), summary and argumentative essays on the same topic (Gil, Braten, Vidal-Abarca, & Strømsø, 2010;Greene, 1993), summary and opinion essays (Shi, 2004), writing in a restricted manner (short answers to study questions) or an extended manner (in analytic essays) (Newell & Winograd, 1995), open-ended versus instructor-directed writing tasks (Petric & Harwood, 2013), argumentative writing based on one or two source texts (Mateos, Martin, Villaon, & Luna, 2008;Plakans, 2010), and science inquiry writing tasks from sources of variable reliability (Wiley & Voss, 1999). As observed above in respect to students' abilities in Claim 2, numerous studies have found differences in expectations and practices for writing from sources across academic disciplines and broadly between students' writing in the arts and in sciences (Mateos et al, 2007;Rinnert & Kobayashi, 2005;Shi, 2012aShi, , 2012bThompson et al, 2013). The genre of writing a thesis has been studied extensively and shown to involve unique, extensive, sophisticated, and varied demonstrations of scholarly citation conventions (Basturkmen, 2009;Harwood, 2010;Harwood & Petric, 2012;Petric, 2007Petric & Harwood, 2013).…”

Section: Claim 4 Performance In Writing From Sources Varies By Task mentioning

confidence: 98%

“…Studies in various countries have found group differences in their knowledge and perceptions about appropriate citation forms between university students in the arts and in sciences, including Australia (Thompson et al, 2013), Canada (Shi, 2012a(Shi, , 2012b, Japan (Rinnert & Kobayashi, 2005), and Spain (Mateos, Villalon, Dios, & Martin, 2007). In other studies, the writing performance of certain individuals with more knowledge or work or educational experience has stood them apart from less experienced students.…”

Section: Claim 2 Knowledge and Experience Influence Students' Performentioning

confidence: 99%

See 2 more Smart Citations

Students' writing from sources for academic purposes: A synthesis of recent research

Cumming

Lai

Cho

2016

Journal of English for Academic Purposes

166

115

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Section: Resultsmentioning

confidence: 99%

Section: Claim 4 Performance In Writing From Sources Varies By Task mentioning

confidence: 98%

Section: Claim 2 Knowledge and Experience Influence Students' Performentioning

confidence: 99%

See 1 more Smart Citation

Students' writing from sources for academic purposes: A synthesis of recent research

Cumming

Lai

Cho

2016

Journal of English for Academic Purposes

166

115

View full text Add to dashboard Cite

“…Fewer studies have investigated transfer from L2 to L1 writing; yet, this reverse transfer has been observed (e.g., Shi, ; Shi & Beckett, ). For instance, L1 Icelandic high school students instructed in argumentation writing in L2 English were reportedly able to transfer that knowledge to their L1 writing (Berman, ).…”

Section: Definitions and Theories Of Transfermentioning

confidence: 99%

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

Rinnert

Kobayashi

Katayama

2015

The Modern Language Journal

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This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1 Japanese essays by Japanese university students (N = 21), along with JFL writers' reported reflections. The analysis identified both shared and contrasting L1/L2 text features, including argumentation subtypes (e.g., justification, exploration) and essay introduction/conclusion components. The findings revealed that while constructing L2 essays, the JFL writers took an active role in assessing audience, selecting appropriate text features, and transforming/reshaping selected features, influenced by contextual factors (e.g., audience expectation, purpose, topic). For example, some writers reshaped their L1 justification subtype by softening L2 assertions to meet perceived Japanese reader expectations. Results highlight the centrality of the writer's agency in deciding what previous writing knowledge to reuse or reshape when creating L2 text and also the importance of individual learning trajectories (e.g., L2 proficiency, L1/L2 writing experience) affecting writers' decisions. The study affirms that a dynamic view of transfer provides insights into the L2 writers' text construction process.

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“…The findings of this study relate to similar studies which each focused on one aspect of language socialization (e.g. Bronson, 2005;Casanave, 1995Casanave, , 2002Duff, 2006aDuff, , 2008bMeyerhoff, 2002;Meyerhoff & Strycharz, 2013;Morita, 2002Morita, , 2004Prior, 1998;Riazi, 1997;Shi & Beckett, 2009;Shi, 2006;Spack, 1997bSpack, , 2004Zamel & Spack, 1998;Zappa-Hollman, 2007a). In this study, I have suggested that individuals' academic language socialization should be understood from a spatial perspective as situated in social space, while they get acquainted with the norms as set by planners of the social space, and apply their agency as they live and experience their relevant social space.…”

Section: Findings Of the Studysupporting

confidence: 80%

International students’ language socialization in New Zealand tertiary institutions: A spatial analysis

Soltani¹

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<p>Student mobility is part and parcel of internationalization of higher education in this globalizing world. Although previous research in language socialization has examined international students’ socialization at a discoursal level, this research drawing on Lefebvre’s (1991) triads of space, investigates the socialization of three international students who speak English as a second language (L2) at a New Zealand university at a spatial level. Students’ investments, positionings, negotiations in the perceived, conceived, and lived aspects of space are analyzed by taking into account these students’ challenges on a day-to-day basis in their new social spaces. Data are presented from diaries, interviews, class observations, field notes, video/audio recordings, class materials, and institutional documents. This research analyzes how the students negotiate discourses as they participate in the oral practices of their university courses. It further investigates how they construct their identities and how others construct these students’ identities in their classroom communities of practice. In addition, it examines these students’ imagined social space and its effect on their learning trajectories. The theoretical frameworks of language socialization (Schieffelin & Ochs, 1986a), the production of space (Lefebvre, 1991), second language learning as identity construction (Norton, 2010), and the community of practice concept (Meyerhoff & Strycharz, 2013; Wenger, 1998) are drawn upon to present an ecological perspective of the identity construction of such students into their new, complicated academic spaces. By triangulating the data and bringing together the constructs mentioned above, this study provides us with analytical generalizations (Duff, 2008a) and sheds light on our conceptualization of experiences of second language learners’ identities in their new academic social spaces by introducing a novel way of looking at the theory of language socialization. Finally, this study compares the cases and makes suggestions for present and future international students, instructors, institutions that admit international students, and mentions future research pathways. </p>

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Japanese Exchange Students' Writing Experiences in a Canadian University

Abstract: This study investigated the learning experiences of 23

Cited by 9 publications

References 25 publications

Students' writing from sources for academic purposes: A synthesis of recent research

Students' writing from sources for academic purposes: A synthesis of recent research

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

International students’ language socialization in New Zealand tertiary institutions: A spatial analysis

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