A Review of Academic Literacy Research Development: From 2002 to 2019

Autor/in	Li, Dongying
Titel	A Review of Academic Literacy Research Development: From 2002 to 2019
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 5 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Dongying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-022-00130-z
Schlagwörter	Academic Language; Literacy; Language Skills; Thinking Skills; Cognitive Development; Educational Research; Mixed Methods Research; Intervention; Second Language Learning; English (Second Language); Definitions + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Denkfähigkeit; Kognitive Entwicklung; Bildungsforschung; Pädagogische Forschung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Begriffsbestimmung
Abstract	Academic literacy as an embodiment of higher-order language and thinking skills within the academic community bears huge significance for language socialization, resource distribution and even power disposition within the larger sociocultural context. However, although the notion of academic literacy has been initiated for more than twenty years, there still lacks a clear definition and operationalization of the construct. The study conducted a systematic review of academic literacy research based on 94 systematically selected research papers on academic literacy from 2002 to 2019 from multiple databases. These papers were then coded respectively in terms of their research methods, types (interventionistic or descriptive), settings and research focus. Findings demonstrate (1) the multidimensionality of academic literacy construct; (2) a growing number of mixed methods interventionistic studies in recent years; and (3) a gradual expansion of academic literacy research in ESL and EFL settings. These findings can inform the design and implementation of future academic literacy research and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01