This monograph investigates 15 L2 creative writers’ social constructive power in identity constructions. Through interviews and think-aloud story writing sessions, the central study considers how L2 writer voices are mediated by the writers’ autobiographical identities, namely, their sense of selves formulated by their previous language learning and literacy experiences. The inquiry takes the epistemological stance that L2 creative writing is simultaneously a cognitive construct and a social phenomenon and that these two are mutually inclusive. The study contributes to L2 creative writing research and L2 learner identity research and will be of benefit to researchers, language teachers and writing instructors who wish to understand creative writing processes in order to help develop their students’ positive self-esteem, confidence, motivation and engagement with the L2.
(Academics involved in research on writing) will value the cutting-edge research framework and the way in which the author has integrated quantitative and qualitative tools in her data collection and analysis.
- Journal of Language, Identity & Education, 16:1 - Darío Luis Banegas, University of Warwick, UK
Yan Zhao is Lecturer in Applied Linguistics in the Department of English, Culture and Communication, Xijiao-Liverpool University, PR China. Her research interests include discourse analysis, L2 creative writing, L2 identity and L2 academic writing.
