Abstract
Voice is an important topic in second language writing research and pedagogy, but there have been limited attempts to understand the voice of second language writers from diverse backgrounds. This article aims to achieve a thorough and up-to-date understanding of Chinese students’ voice in English academic writing by adopting a holistic and dynamic perspective to examine factors influencing Chinese students’ voice. The article first critiques previous claims about the negative, deterministic influence of traditional Chinese culture and language on students’ voice and adopts a more positive and agentive view of voice in relation to language and culture. Then it moves on to analyze the influence of various educational factors on Chinese students’ voice development, which has largely been overlooked in previous discussion on this topic. After examining how the dynamic changes in Chinese culture, language, and education in a globalized society may impact Chinese students’ voice development, the article further suggests that these broader contextual factors interact with the more immediate context of writing to shape the complexity of Chinese students’ voice in English. This work has implications for curriculum, pedagogy, and teacher development in various writing contexts.
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