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Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace

Al Hilali, TS; McKinley, J; (2021) Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace. English for Specific Purposes , 63 pp. 86-97. 10.1016/j.esp.2021.03.003. Green open access

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Abstract

The effectiveness of preparing English language learners for workplace technical writing in various fields (e.g. engineering, business), has been widely contested by both social learning theories and research investigating university–workplace transition of novice employees. In this paper, we present a needs analysis conducted in the workplace that addressed socio-contextual elements with the understanding that the complexity of workplace writing needs for English L2 learners is always changing. In doing so, we provide new evidence for the argument that socio-contextual elements need to be embraced to improve preparedness. Taking a social perspective of writing, this qualitative study explores the situated nature of workplace writing experienced by vocational college graduates. Semi-structured interviews were conducted with 12 vocational college graduates and four line managers at five private sector companies in Oman over a period of eight months. Additionally, 29 of the graduates’ workplace texts were analysed. Data reveal that socio-contextual elements strongly influence writing practices surrounding the text. By highlighting this key contextual element, we suggest that to better equip learners for workplace writing, ESP course designers need to address the text-context relationship and contextualised nature of written genres.

Type: Article
Title: Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.esp.2021.03.003
Publisher version: https://doi.org/10.1016/j.esp.2021.03.003
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10127334
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