Datasets evidencing research on classroom practice in L2 disciplinary writing

Area of Science:

• * Applied Linguistics
• * Higher Education Pedagogy
• * Academic Writing Studies

Background:

• * University-level academic writing presents unique challenges for second language (L2) learners.
• * Mixed pedagogical approaches in the classroom can facilitate L2 writing acquisition.
• * Understanding the impact of interventions on novice academic writers is crucial.

Purpose of the Study:

• * To present two datasets evidencing disciplinary writing acquisition in L2 PhD students.
• * To analyze discourse-structural and linguistic changes post-intervention.
• * To explore the impact of teaching approaches on knowledge construction by novice writers.

Main Methods:

• * Dataset 1: Collection of pre- and post-intervention abstracts from L2 PhD students across various disciplines.
• * Dataset 2: Qualitative questionnaire responses detailing student experiences with classroom intervention.
• * Analysis of writing samples and student feedback to identify changes.

Main Results:

• * Evidence of significant changes in discourse-structural and linguistic features of L2 abstracts after intervention.
• * Mature L2 learners from mixed disciplines demonstrated writing improvements.
• * Qualitative data offers insights into student perceptions of pedagogical effectiveness.

Conclusions:

• * Classroom interventions employing mixed pedagogical paradigms can effectively enhance L2 disciplinary writing.
• * The presented datasets provide valuable resources for researching academic writing development in L2 graduate students.
• * Findings contribute to understanding how teaching methods influence knowledge communication in academic contexts.