How do Asian adult second language writers engage in English writing?

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Second language writers often learn to write in English in the context of test-oriented instruction and lack experience with writing that focuses on the expression of their thoughts. This limited writing experience forms a concept of writing in English as a product, which lowers second language writers' motivation to engage in English writing and inhibits their growth as competent writers. This qualitative case study provides insights into how Asian adult second language writers engage in informal writing as part of a writing workshop. Participants of this study include 13 adult second language writers coming from Korea, China, and Thailand. The participants wrote for a set amount of time, twice a week during a seven-week writing workshop. As a part of the case study approach, the qualitative data included interviews, surveys, observational notes, and participants' informal writing samples. The results indicated three findings: second language writers discovered benefits of informal writing; their writing developed without direct grammar instruction; and they improved their attitude and confidence toward writing in English. Participants showed their range of language use, their sense of audience, fluency, and self-monitoring when they engaged in informal writing. This study suggests several implications for teachers of writing, including the importance of utilizing informal writing as an instructional strategy; establishing writing routines for informal writing; and recognizing writers' range of thinking and language use in second language writing.