Writing in discipline-appropriate ways: An approach to teaching multilingual graduate students in mechanical engineering

Qiu, Xixin

doi:10.18260/1-2--44442

Cited by 2 publications

References 30 publications

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Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers

Qiu

2024

TESOL Quarterly

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The use of academic corpora in second language (L2) writing pedagogy has gained popularity in recent decades, particularly in genre‐specific contexts for graduate‐level L2 students (Charles, 2007; Lee & Swales, 2006). However, its overall effectiveness is mainly observed within classroom contexts, influenced by various contextual and participant‐related factors (Vyatkina & Boulton, 2017). Moreover, these investigations have predominantly relied on retrospective data useful for understanding learners' perception of corpus‐analysis experiences, but not for how learners strategically integrate corpora into personal toolkits for self‐directed writing tasks. Addressing these gaps, this study tracks five Chinese EFL graduate students' corpus use through a 5‐week concept‐ and corpus‐based tutoring intervention and investigates how they navigated a discipline‐specific corpus alongside other digital resources during post‐intervention self‐directed revisions. By triangulating screen recordings with retrospective data (questionnaires, interviews, draft revisions, and stimulated recalls), the results showed that while participants were generally favorable toward the specialized corpus and its complementary role to personal toolkits, individual problem‐solving patterns in revision revealed less overall reliance on the corpus and its effectiveness primarily in addressing known linguistic problems. Implications for a relational understanding of digital tools support and the integration of other pedagogical activities in L2 writing instruction are discussed.

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Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers

Qiu

2024

TESOL Quarterly

Self Cite

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Language Fusion in the Lab: Unveiling the Translanguaging Strategies of Spanish-Speaking Students in Biosystem Engineering Technology and Science

Palala,

Han,

Ramos Tanchez

et al.

2024 ASEE Annual Conference &Amp; Exposition Proceedings

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Writing in discipline-appropriate ways: An approach to teaching multilingual graduate students in mechanical engineering

Abstract: His research concerns the application of corpus-based linguistic analysis to engineering writing pedagogy. Currently, he teaches both freshman and graduate-level academic writing to international students and serves on the Student Editorial Board of English For Specific Purposes.

Cited by 2 publications

References 30 publications

Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers

Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers

Language Fusion in the Lab: Unveiling the Translanguaging Strategies of Spanish-Speaking Students in Biosystem Engineering Technology and Science

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