Volume 112

In the context of global academic exchange, second language (L2) academic writers face unique challenges in navigating disciplinary discourses, where writing is not just a linguistic task but a means of constructing and negotiating academic identities. Citation, as a fundamental practice in scholarly communication, carries multiple layers of meaning: it acknowledges intellectual predecessors, situates new research within existing conversations, and signals writers’ competence and belonging in academic communities. However, existing literature has largely overlooked how L2 writers’ citation behaviors interact with their identity formation, particularly across different educational stages. Undergraduates, in early stages of academic socialization, and postgraduates, with more advanced research exposure, likely develop distinct citation strategies that reflect their evolving sense of academic self. Additionally, the role of instructor feedback—both formal guidance and informal comments—in shaping these practices and, in turn, identity negotiation remains under-examined. This gap is notable given that feedback is a primary mechanism through which L2 writers learn disciplinary norms. This study thus explores these dynamics, aiming to clarify how citation practices mediate academic identity construction among L2 writers at different educational levels.

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