Abstract
The current study investigates the way in which an English as a Foreign Language (EFL) college student writes haiku – a three line Japanese poem with a specific number of syllables in each line in a second language (L2) to express his study abroad experience. This poetic inquiry which involved literary, linguistic, and content analyses of the collection of ten haiku poems written by a Myanmarese student documented some discursive identities in relation to his study abroad experience in Japan: a Myanmarese boy who struggled with his loneliness in Japan , a teenager who was challenged in making Japanese friends and tried to develop his friendships, an international student who explored a place of his own in the society, and a college student who enjoyed his daily life with friends . This study illustrates the expressive ability of an EFL writer to communicate personal life stories through poetry writing. It also proposes the usage of poetry writing as a form of meaningful literacy learning (Hanauer, 2012) in the EFL classroom from theoretical and methodological perspectives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
