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When graduate students transition to English Medium Instruction (EMI) universities, they must navigate new institutional discourses that shape how knowledge is constructed, transmitted, and encoded through language. In Kazakhstan, this shift requires native speakers of Kazakh and Russian not only to demonstrate English proficiency but also to adopt unfamiliar academic practices. This multiple case study employed questionnaires, interviews, and visual methods to investigate how Kazakhstani students’ undergraduate experiences influence their beliefs and practices regarding academic writing during their transition to graduate study. Framed through a social practice lens, the findings reveal that students largely encountered skills-based academic writing models, leading them to view writing as a set of decontextualised, technical competencies. The study argues for academic literacy approaches that recognise and build on students’ existing cultural and linguistic resources as a bridge into English academic writing.

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“I only encountered academic writing when I prepared for my IELTS exam.” A Social Practice View of Graduate Students’ Navigation of Academic Writing

  • 章节

  • 发表日期：

    2025年

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  • Zhanerke Zholdasbekova,
  • Michelle Bedeker

摘要

When graduate students transition to English Medium Instruction (EMI) universities, they must navigate new institutional discourses that shape how knowledge is constructed, transmitted, and encoded through language. In Kazakhstan, this shift requires native speakers of Kazakh and Russian not only to demonstrate English proficiency but also to adopt unfamiliar academic practices. This multiple case study employed questionnaires, interviews, and visual methods to investigate how Kazakhstani students’ undergraduate experiences influence their beliefs and practices regarding academic writing during their transition to graduate study. Framed through a social practice lens, the findings reveal that students largely encountered skills-based academic writing models, leading them to view writing as a set of decontextualised, technical competencies. The study argues for academic literacy approaches that recognise and build on students’ existing cultural and linguistic resources as a bridge into English academic writing.