Abstract

Academic literacy development has become a research focus in recent years. Even though many studies have been conducted in ESL contexts, relatively fewer studies can be found in China, which has a large EFL population. Chinese EFL graduate students must develop their academic literacy to enable their academic success and contribute to the global academic communities as potential members. This study explores factors influencing the academic literacy practices of three Chinese EFL graduate students in two Chinese universities through a qualitative case study. By examining individual students’ personal experiences, this study shows academic literacy development is a complex dynamic process influenced not only by students’ English proficiency, but also by many other factors, such as key players in their academic life, their identities, and individual agency. Implications for language educators and administrators are discussed.

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