Undergraduate EFL Writing

Abstract

This entry focuses on post‐secondary writing research exploring idiosyncratic dynamics of undergraduate writing in contexts where English is taught and used as a foreign language (EFL). In EFL contexts, English is commonly used as medium of instruction (EMI) along with national languages in higher education institutions. Academic writing practices of undergraduate students in EMI programs are influenced by a multiple array of individual, pedagogical, educational, and sociocultural factors. Accommodating their existing L1 and L2 writing repertoire to the newer ways of learning and writing in post‐secondary education and trying to meet the expectations of faculty members posit challenges for EFL undergraduate students with insufficient writing experience and L2 language socialization. Pedagogical implications are discussed in detail with references to the findings of the research investigating linguistic, educational, and contextual factors influencing EFL undergraduate students' writing practices.