Teaching an EAP writing class online: A case study of an emerging expert from “identity” and “agency” perspectives

Scholars have called for efforts to produce a corpus of expertise-related studies on second language (L2) writing teachers. In response to this growing area of research, this study investigates the journey of a transnational L2 writing instructor as she develops expertise in teaching L2 writing, forms her professional identity, and exercises agency within a U.S. ESL composition program. Through collecting and analyzing multiple data (e.g., classroom observations, reflection journals, and interviews), this study reveals a dynamic trajectory in the instructor's continuous construction of identities and her active engagement in reflecting, experimenting, and adapting her online L2 writing teaching methods. The instructor shapes four distinct professional identities: (1) a representative of international students, (2) an L2 writing practitioner–researcher, (3) a graduate teaching assistant, and (4) an emerging expert in L2 writing instruction within the online sphere. These constructed professional identities are pivotal motivators that propel the instructor to take purposeful actions to achieve teaching expertise. The study's outcomes are expected to enrich our understanding of how emergent experts cultivate their instructional strategies while evolving into adept L2 writing instructors, making a valuable contribution to this field of knowledge.

Duke Scholars

Author Zhenjie Weng DKU Faculty