EAL academic writing: identity and topic selection

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dc.audiencegeneralPublic
dc.contributorOlmos López, Bárbara Pamela
dc.contributor.advisorOlmos López, Bárbara Pamela; 0000-0002-1211-1985
dc.contributor.authorMarín Alonso, Lizbeth Patricia
dc.date.accessioned2026-07-13T18:19:43Z
dc.date.available2026-07-13T18:19:43Z
dc.date.issued2026-01
dc.description.abstract"This qualitative research explores how the MA students write their theses in English as an Additional Language (EAL). Additionally, it explores how the students construct their writer identities and how this construction is influenced by their selected research topics. The research is based on Ivanič's (1998) autobiographical-self component as it focuses on how students' individual experiences, professional aspirations, and educational contexts influence their writing. The research took place in an English Language Teaching master's program at a public university located in central Mexico. The participants of the study include three thesis supervisors and ten master's students. The data was gathered from students' reflective journal entries and semistructured interviews involving both students and supervisors. Thematic analysis was used to analyze this data. The results indicate that choosing a topic is not a static choice but an evolving and negotiated process. While recommendations from supervisors significantly contributed to developing and fine-tuning research topics, students' choices were primarily influenced by personal and professional interests. These elements were intricately linked to how students perceived themselves as academic authors and how they shaped their identities as writers. The research indicates that writing in EAL introduces an extra layer of complexity, since students must fulfill linguistic requirements in addition to academic norms and institutional standards. In conclusion, the research emphasizes the strong connection between topic choice and author identity, providing valuable insights for thesis guidance and academic writing approaches in EAL environments".
dc.folio20260120152438-8851-T
dc.formatpdf
dc.identificator4
dc.identifier.urihttps://hdl.handle.net/20.500.12371/33417
dc.language.isoeng
dc.matricula.creator223462018
dc.publisherBenemérita Universidad Autónoma de Puebla
dc.rights.accesopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject.lccLingüística--Lenguaje--Composición--Aspectos especiales--Redacción académica
dc.subject.lccFilología y lengua inglesas--Inglés moderno--Lenguaje--Estilo--Estudio y enseñanza
dc.subject.lccEscritura académica--Estudio y enseñanza (Superior)--México
dc.subject.lccInglés--Inglés escrito--Evaluación
dc.subject.lccRedacción de escritos técnicos
dc.thesis.careerMaestría en la Enseñanza del Inglés
dc.thesis.degreedisciplineÁrea de Ciencias Sociales y Humanidades
dc.thesis.degreegrantorFacultad de Lenguas
dc.thesis.degreetoobtainMaestro en la Enseñanza del Inglés
dc.titleEAL academic writing: identity and topic selection
dc.typeTesis de maestría
dc.type.conacytmasterThesis
dc.type.degreeMaestría
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