Mapping Individual Networks of Practice in Master's Thesis Writing: A Multiple Case Study

Despite the recognized importance of investigating L2 students’ academic literacy development and socialization, there is a lack of empirical research on the role of social networks in L2 students’ thesis writing endeavors. To address this gap, this study employs the individual networks of practice (INoP) framework to examine how three master's students at a university in the Chinese Greater Bay area leveraged their social networks in the thesis composition process and the factors that influenced their effective use of these networks. Data were collected from multiple sources, including semi‐structured interviews, participants’ thesis drafts and feedback, email exchanges, and online chats. The findings illustrated three different INoP maps, highlighting participants’ exercise of agency in leveraging their social networks for thesis composition. Beyond the pivotal influence of supervisors, the research uncovered a diverse array of INoP constituents (i.e., peers, friends, and family) instrumental in offering academic guidance and emotional support for thesis endeavors. Furthermore, various factors were found to either facilitate or hinder students’ ability to utilize their INoP connections, including power dynamics, access to resources, and time constraints. This study contributes to a contextualized understanding of how L2 student writers leverage social networks to enhance their academic writing and facilitate their socialization into the academic community.