Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review
Despite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contr...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-10-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231193388 |
| _version_ | 1797660715573575680 |
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| author | Can Xiao Xinzhong Chen |
| author_facet | Can Xiao Xinzhong Chen |
| author_sort | Can Xiao |
| collection | DOAJ |
| description | Despite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contributing to a comprehensive overview of both theoretical and empirical studies in the field of academic discourse socialization (ADS). A systematic review approach was adopted due to the qualitative and quantitative research design and connections between theory and evidence. The material search of ADS literature published between 2000 and 2022 resulted in 72 studies in total. While the synthesis of theoretical studies reveal the extant definitions, categorization of characteristics and theoretical orientations, the empirical study findings compare differences in participants and contexts, research approaches, communication events, and academic outcomes. This review also discusses major areas of research concerning ADS, mainly types of socialization agents, students’ feedback, learners’ identity construction, and assessment of consequences of ADS. With limitations concluded, the review encourages further focused investigation into micro-macro connections, application of digital technologies, a wider range of participants, disciplines and contexts, multiple types of oral activities and perspectives, learners’ linguistic production as well as correlation of oral and written texts, and joint efforts from multiple sides. |
| first_indexed | 2024-03-11T18:34:59Z |
| format | Article |
| id | doaj.art-751b0dbab67a4fc48676f66f15e7e203 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-11T18:34:59Z |
| publishDate | 2023-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-751b0dbab67a4fc48676f66f15e7e2032023-10-13T05:03:36ZengSAGE PublishingSAGE Open2158-24402023-10-011310.1177/21582440231193388Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic ReviewCan Xiao0Xinzhong Chen1Wuhan University, ChinaWuhan University, ChinaDespite several attempts made to analyze students’ socialization into academic discourse in relevant reviews, we still lack a topical study providing an overview of how students are apprenticed into academic communities through oral activities at post-secondary institutions. This study aims at contributing to a comprehensive overview of both theoretical and empirical studies in the field of academic discourse socialization (ADS). A systematic review approach was adopted due to the qualitative and quantitative research design and connections between theory and evidence. The material search of ADS literature published between 2000 and 2022 resulted in 72 studies in total. While the synthesis of theoretical studies reveal the extant definitions, categorization of characteristics and theoretical orientations, the empirical study findings compare differences in participants and contexts, research approaches, communication events, and academic outcomes. This review also discusses major areas of research concerning ADS, mainly types of socialization agents, students’ feedback, learners’ identity construction, and assessment of consequences of ADS. With limitations concluded, the review encourages further focused investigation into micro-macro connections, application of digital technologies, a wider range of participants, disciplines and contexts, multiple types of oral activities and perspectives, learners’ linguistic production as well as correlation of oral and written texts, and joint efforts from multiple sides.https://doi.org/10.1177/21582440231193388 |
| spellingShingle | Can Xiao Xinzhong Chen Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review SAGE Open |
| title | Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review |
| title_full | Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review |
| title_fullStr | Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review |
| title_full_unstemmed | Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review |
| title_short | Academic Discourse Socialization Through Oral Activities in Higher Education: A Systematic Review |
| title_sort | academic discourse socialization through oral activities in higher education a systematic review |
| url | https://doi.org/10.1177/21582440231193388 |
| work_keys_str_mv | AT canxiao academicdiscoursesocializationthroughoralactivitiesinhighereducationasystematicreview AT xinzhongchen academicdiscoursesocializationthroughoralactivitiesinhighereducationasystematicreview |