A Developmental View of Authorial Voice Construction in Master's Thesis: A Case Study of Two Novice L2 Writers

Autor/inn/en	Zhao, Jun; Liu, Yingliang
Titel	A Developmental View of Authorial Voice Construction in Master's Thesis: A Case Study of Two Novice L2 Writers
Quelle	In: SAGE Open, 11 (2021) 4, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yingliang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211054483
Schlagwörter	Authors; Writing (Composition); Second Language Learning; Second Language Instruction; Feedback (Response); English (Second Language); Editing; Graduate Students; Case Studies; Masters Theses; Teacher Student Relationship; College Faculty; Writing Processes; Writing Instruction; Self Esteem; Academic Language; College Second Language Programs; Foreign Countries; China + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; Schreibübung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Redaktion; Textbearbeitung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Schreibunterricht; Self-esteem; Selbstaufmerksamkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland
Abstract	Effective authorial voice in academic writing helps researchers establish the value of their scholarly contributions. However, constructing an authorial voice is challenging for many novice L2 writers. Through tracking multiple drafts of master's theses written by two Chinese EFL (English as a foreign language) graduate students, this case study investigated changes in their authorial voices and the roles of advisor feedback in this process. We drew on three types of data: analysis of multiple thesis drafts for linguistic and content features of voice; advisor feedback on multiple drafts; and a questionnaire for the student writers' understanding of authorial voice. The results indicate that the linguistic features of voice in their theses have remained largely unchanged, portraying them as unconfident student writers, but the content features have shown significant improvement, conveying authorial voices of novice researchers in the later drafts. Most of the student revisions followed their advisors' feedback. The student participants' questionnaire responses indicate their relative lack of awareness of the importance of language in voice construction. The results suggest that the authorial voice construction of the novice student writers is dynamic, developmental, and interactive with their advisors' feedback over the thesis writing process. Pedagogically, other than feedback on content features of voice, classroom practitioners could also consider providing explicit instruction of and feedback on linguistic features to help students construct authoritative authorial voice in the academic context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01