Abstract
Abstract Research on identity construction among second language (L2) writers has revealed the dynamic interactions between L2 writers and the linguistic, textual, and social resources. However, how emerging scholarly writers construct their identities during their initial attempts at English research writing remains underexplored. To address this gap, the study investigated how two L2 graduate writers constructed their identities during the microprocess of writing their thesis proposals, using a symbolic interactionism perspective. Drawing on multiple data sources, the study found that, through their engagement with textual and social practices, the participants explored and interpreted their roles as scholarly writers, researchers, and graduate students. By interacting with peers, instructors, and advisors within their communities of practice, they each developed unique identities through passive or agentive role-taking and even active role-making. The findings underscore the dynamic, interactive process by which L2 graduate writers negotiated their roles and constructed their identities in the microprocesses of English research writing. The study also highlights the potential of symbolic interactionism as a framework for revealing the meanings underlying interactions between individuals and their social or textual practices.
Published Version
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