Exploring ESL students’ experiences of academic writing in higher education- a cultural historical activity theory perspective

Enregistré dans:

Détails bibliographiques
Publié dans:	Education Inquiry vol. 16, no. 3 (Sep 2025), p. 303-326
Auteur principal:	Rahnuma, Naureen
Publié:	Taylor & Francis Ltd.
Sujets:	Literacy Writing Chat Higher education Educational activities Academic writing Students English as a second language Learning environment Second language writing English as a second language instruction Academic disciplines Subjectivity Sociocultural factors Policy making Social learning English language Activity theory College students Curricula Learning Activities English (Second Language) English
Accès en ligne:	Citation/Abstract Full Text - PDF
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Description
Résumé:	ABSTRACT Writing in discipline and across the curriculum as an academic literacy practice has been the subject of a growing body of research in HE over the past few decades. In Bangladesh, however, effective academic writing in English as a second language (ESL) is an interminable challenge for tertiary students. This study uses a sociocultural theoretical lens by applying a CHAT framework to develop an in-depth, contextualised understanding of how Bangladeshi HE students engage with writing in an ESL setting while collaborating among individual learners and their social learning contexts. Drawing on data collected from in-depth interviews, the paper elucidates how learners construct subjective accounts of their perception of academic writing in HE and identifies six contradictions in their writing trajectory. In conclusion, the implications of utilising a CHAT framework as a reflective tool to re-evaluate, re-envision and remodel learning activity systems while steering interventions at micro, meso and macro-level policymaking to enhance expansive learning are discussed.
ISSN:	2000-4508
DOI:	10.1080/20004508.2023.2222450
Source:	Research Library