{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1277"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1277","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"The workplace writing experiences of EAL (English as an Additional Language) professionals: five case studies","abstract":"A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an Additional Language (EAL) contexts. Through a case study approach involving a semi-structured interview, a think-aloud activity, and a questionnaire, this study gathered qualitative and quantitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto, Canada. The data were initially analyzed using a thematic analysis technique and further explored to identify interconnecting themes associated with the development of L2 workplace writing skills. Three factors were identified as influential in the development of the participants’ workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others.","abstract_html":"A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an Additional Language (EAL) contexts. Through a case study approach involving a semi-structured interview, a think-aloud activity, and a questionnaire, this study gathered qualitative and quantitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto, Canada. The data were initially analyzed using a thematic analysis technique and further explored to identify interconnecting themes associated with the development of L2 workplace writing skills. Three factors were identified as influential in the development of the participants’ workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others.","abstract_has_math":false,"creators":["John, Cheryl"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Li, Jia"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-02-01","date_published":"2021-02-01","updated_at":"2026-07-24T05:35:24Z","subjects":["ESL","Second language acquisition","Workplace writing","Workplace learning"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1277","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Li, Jia"]},{"key":"dc:creator","label":"Author","values":["John, Cheryl"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-04-19T18:50:59Z","2022-03-25T18:44:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-19T18:50:59Z","2022-03-25T18:44:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-02-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESL","Second language acquisition","Workplace writing","Workplace learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1277"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an Additional Language (EAL) contexts. Through a case study approach involving a semi-structured interview, a think-aloud activity, and a questionnaire, this study gathered qualitative and quantitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto, Canada. The data were initially analyzed using a thematic analysis technique and further explored to identify interconnecting themes associated with the development of L2 workplace writing skills. Three factors were identified as influential in the development of the participants’ workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others."]},{"key":"dc:title","label":"Title","values":["The workplace writing experiences of EAL (English as an Additional Language) professionals: five case studies"]}]}],"canonical_facts":{"dc:contributor.advisor":["Li, Jia"],"dc:creator":["John, Cheryl"],"dc:date.accessioned":["2021-04-19T18:50:59Z","2022-03-25T18:44:47Z"],"dc:date.available":["2021-04-19T18:50:59Z","2022-03-25T18:44:47Z"],"dc:date.issued":["2021-02-01"],"dc:description.abstract":["A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an Additional Language (EAL) contexts. Through a case study approach involving a semi-structured interview, a think-aloud activity, and a questionnaire, this study gathered qualitative and quantitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto, Canada. The data were initially analyzed using a thematic analysis technique and further explored to identify interconnecting themes associated with the development of L2 workplace writing skills. Three factors were identified as influential in the development of the participants’ workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others."],"dc:identifier.uri":["https://hdl.handle.net/10155/1277"],"dc:language.iso":["en"],"dc:subject":["ESL","Second language acquisition","Workplace writing","Workplace learning"],"dc:title":["The workplace writing experiences of EAL (English as an Additional Language) professionals: five case studies"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:24Z"}