Finding their Voices: The Impact of Explicit Instruction on Second Language Students’ Authorial Voice Construction in Argumentative Writing

Abstract

Abstract

Authorial voice, crucial for academic writing, reflects a writer's identity and engagement with readers. However, second-language (L2) writing instruction often prioritizes coherence over fostering this voice. This mixed-methods study explored the impact of explicit authorial voice instruction on 74 Saudi female undergraduate students' argumentative writing. Divided into experimental and control groups, the experimental group received voice instruction, while the control group continued with the standard curriculum. Pre and posttests along with focus group interviews were used for data collection. Results showed significant improvement in the presence and clarity of ideas, manner of presentation, and writer-reader engagement in the experimental group's writing compared to the control. Notably, the most significant improvement occurred in the first dimension. Students reported an enhanced understanding and use of their unique voices, leading to improved and more identity-reflective writing. These findings highlight the importance of integrating authorial voice instruction within L2 academic writing curricula

Keywords: Authorial voice, L2 academic writing, mixed-methods approach.