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.