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July 15, 2026TESOL QuarterlyOpen Access

“Disciplinary Writing Is Like Playing with Legos”: Exploring a Multilingual International Student's Navigating Science Writing

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Authors

HZHongye ZengLMLaura Mahalingappa

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Overview

Qualitative study investigates a multilingual student's journey in disciplinary writing, suggesting pedagogical changes.

Key Points

  • The study examines how a multilingual international student develops as a science writer and navigates disciplinary writing over time.
  • Conducted interviews focused on the student’s disciplinary writing samples over a period of 3 years.
  • Analyzed the student's use of translingual, multimodal, and interdisciplinary strategies and GenAI in writing tasks.
  • The student transitioned from viewing disciplinary writing as a high-stakes evaluation to seeing it as an agentive process for shaping professional identity.
  • Findings revealed the student employed strategies to overcome limited or harmful feedback in writing tasks.
  • The study highlights the need for more inclusive pedagogical practices that support resilience and identity formation in writing across STEM disciplines.

Cite This Study

Zeng et al. (2026) studied this question.

synapsesocial.com/papers/6a57231a88b21df87547fdf8https://doi.org/10.1002/tesq.70187
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