Investigating ESL Graduate Students’ Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process

Authors

Lianhong Gao, Florida International UniversityFollow

Abstract

This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students’ native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semi-structured interviews. A coding system was constructed to analyze transcriptions of the interviews. The study found that there were impacts of L1 culture on the students’ academic English writing, but their effects were minor. The main factors associated with ESL students’ English writing were their familiarity with the disciplinary contents and general composing skills. Implications for culturally responsive tertiary education and ESL writing instructions are discussed.

Keywords

Intercultural Rhetoric, Ethnographic Study, Grounded Theory, Qualitative Research Process

Publication Date

3-19-2012

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2012.1794

Recommended APA Citation

Gao, L. (2012). Investigating ESL Graduate Students’ Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process. The Qualitative Report, 17(12), 1-25. https://doi.org/10.46743/2160-3715/2012.1794