EFL Writers’ Social Networks

In this article, Ferenz used a case study and phenomenology to investigate the role a L2’s social environment plays in developing their academic literacy within an EFL setting. Ferenz studies the types of relationships formed and the impact these relationships have on the acquisition of L2 advanced academic literacy. The study took place at a large university in Israel. The interviews and data came from six participants. Two of them had PhDs, four of them had MA degrees, 5 of them spoke the native language (Hebrew) and 1 spoke Russian. I think if Ferenz would have sued a larger study size, that were more diverse, more results and data could have emerged from this study.

In my opinion, the most important investigation in this essay was Ferez’s investiagion into how the relationships that EFL students create impact their acquisition of L2 academic literacy and writing. It is important to make note that students need to create social networks and relationships in order to obtain L2 academic literacy and writing. However, it is equally important to know that an EFL student’s acquisition of L2 academic literacy and writing depends greatly on the social network and relationship. A strong relationship will most likely result in high L2 academic literacy, while a weaker relationship may result in weak L2 academic literacy. Good relationships will be favorable for the student in thier journey to achieve L2 academic literacy.

As vital the relationships created are, it is important to also take into account the independent student and their determination, motivation, goals, etc. In the article’s conclusion, Ferenz stated, that, “the participants’ identities and goals appear to impact the nature of their social networks which in turn influence each student’s L2 AAL acquisition” (349). A student’s individual goal will determine what they take out of the class, but I think if the social network created is strong then the student’s goal doesn’t stop them from acquiring the necessary academic information and/or literacy. For example, in our research class each one of us has a different research question and we are using different methodologies. The methodology I may be using may not work for the next person but at the end of the day we all had to learn about each methodology in order to decide which one would work for us.