Writing and Identity: A Narrative Inquiry on Two Saudi Arabian ESL Females

Autor/in	Hersi, Mustafa A.
Titel	Writing and Identity: A Narrative Inquiry on Two Saudi Arabian ESL Females
Quelle	In: English Language Teaching, 14 (2021) 9, S.48-60 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Females; Writing (Composition); Foreign Students; College Students; Identification (Psychology); Barriers; Cultural Differences; Womens Education; Gender Bias; Academic Language; Saudi Arabia; United States + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Weibliches Geschlecht; Schreibübung; Collegestudent; Kultureller Unterschied; 'Women''s education'; Frauenbildung; Geschlechterstereotyp; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Saudi-Arabien; USA
Abstract	Writing in a second language is considered extremely challenging for several reasons. Concerns that perplex second-language learners include cognitive complications, the composing process, building arguments, and constructing an identity as a writer. Cultural issues related to writing also pose problems for second-language writers This paper focuses exclusively on how international students, female Saudi ESL students, construct their writing identity in the ESL milieu and navigate critical issues in cross-cultural writing. This paper explores how two ESL Saudi Arabian female students in an English program in the United States negotiate and construct their identities while writing in English. The study will also investigate challenges faced by those students in acquiring English writing skills and how those challenges inform their thinking and shape or reshape their identities as writers. The study involves two female Saudi students who are studying the English language at a mid-size diverse Southwest public university in the United States. The researcher collected the data through semi-structured interviews with the participants and then performed a textual analysis of their responses. The researcher transcribed and analyzed the data and describes the results thematically herein. The findings of this study augment our understanding in how female Saudi ESL students construct their identities as writers. The analysis covers some sociocultural factors that shape their writing. The paper concludes with pedagogical implications for ESL teachers and suggestions for future study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01