Literate Identity of ESL Workplace Writers

Abstract

Writing in a second language entices workers whose English is a second language. Employers spotted skill gaps in written workplace tasks, while new personnel performs inefficiently on their L2 writing tasks. L2 workplace writing literacy encompasses the practices that conform to the nature of an organisation. This study explores the experiences of L2 workplace writers to arrive at an understanding of workplace writing literacy. The empirical phenomenological approach was used to explore their transcendental experiences. 11 millennial generation personnel' experiences were gathered using the two-phase in-depth interviews and document analysis consisting of self-portraits and samples or workplace documentation. Their responses were analysed based on van Kaam's seven-step systematic thematic analysis. It was found that, in terms of workplace literacy, their experiences were manifested by transitions from a novice worker to a more literate workplace writer that is facilitated by the engagement with situated activities. Their literacy was exhibited through learning and mastery of literate workplace behaviour and identity. The participants possess at least a good command of language to perform their tasks and established workplace literacy in the transition they made through working. This study provides insights into education and professional preparation for general writing instruction and specific writing.