View in EDS

Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective

Saved in:
Bibliographic Details
Title: Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective
Language: English
Authors: Jeeyoung Min (ORCID 0000-0001-8827-7773)
Source: Language Teaching Research. 2026 30(2):577-601.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Writing Instruction, Intensive Language Courses, Bilingual Students, Multilingualism, Writing Skills, Educational Practices, English Instruction, Thinking Skills, Language Skills, Interpersonal Competence
DOI: 10.1177/13621688221146089
ISSN: 1362-1688
1477-0954
Abstract: This study examined how one teacher conceptualized writing fluency for college-level emergent multilingual students and how instructional practices of writing fluency supported the development of the teacher's conceptualization and pedagogy of writing fluency in an intensive English writing course. From an activity theory perspective, I conducted an interpretive case study at a large state university in the Northeastern United States. Drawing on activity systems analysis, I analyzed multiple data sources: interview transcripts, field notes, and analytic memos. First, findings revealed that the teacher conceptualized writing fluency as the ability to make a quick association of cognitive, linguistic, and social elements for written communication by navigating the competing objects and interplay of the complex and concurrent activity systems of the teacher, institution, and students. Second, findings demonstrated that prompted writing, blackboard writing, and freewriting practices supported the teacher in developing her conceptualization of the practice of writing fluency: prompting emergent multilingual students to make a quick association of cognitive, linguistic, and social skills for written communication; advising the students to complete written work in a short time and learn from each other through the in-the-moment peer assessment; and facilitating the students' free associations of diverse topics in a self-directed way. This study has implications for teachers, researchers, and policymakers who invest in curriculum development and classroom instruction of writing fluency for college-level emergent multilingual students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496612
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496612
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jeeyoung+Min%22">Jeeyoung Min</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8827-7773">0000-0001-8827-7773</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(2):577-601.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688221146089
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined how one teacher conceptualized writing fluency for college-level emergent multilingual students and how instructional practices of writing fluency supported the development of the teacher's conceptualization and pedagogy of writing fluency in an intensive English writing course. From an activity theory perspective, I conducted an interpretive case study at a large state university in the Northeastern United States. Drawing on activity systems analysis, I analyzed multiple data sources: interview transcripts, field notes, and analytic memos. First, findings revealed that the teacher conceptualized writing fluency as the ability to make a quick association of cognitive, linguistic, and social elements for written communication by navigating the competing objects and interplay of the complex and concurrent activity systems of the teacher, institution, and students. Second, findings demonstrated that prompted writing, blackboard writing, and freewriting practices supported the teacher in developing her conceptualization of the practice of writing fluency: prompting emergent multilingual students to make a quick association of cognitive, linguistic, and social skills for written communication; advising the students to complete written work in a short time and learn from each other through the in-the-moment peer assessment; and facilitating the students' free associations of diverse topics in a self-directed way. This study has implications for teachers, researchers, and policymakers who invest in curriculum development and classroom instruction of writing fluency for college-level emergent multilingual students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496612
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496612
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/13621688221146089
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 577
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Intensive Language Courses
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
    Titles:
      – TitleFull: Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jeeyoung Min
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1362-1688
            – Type: issn-electronic
              Value: 1477-0954
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1