Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.

中文翻译：

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英语作为其他语言的学生作家学术写作中的身份建构：文献综述1

学术写作是作家与读者之间的社会互动，在此过程中，作家可以运用话语和非话语特征来构建自己的身份。但是，许多使用英语作为附加语言（EAL）的学生作家可能会发现在学术写作中树立自己的身份具有挑战性。在学术写作中正确建构身份可以帮助EAL学生作家发展更强的自我意识，行使自己的代理权并谈判学术话语。因此，本文回顾了EAL学生作家用英语写作时的身份建构的实证研究，以探讨EAL学生作家在文本中建构的身份特征以及影响其身份建构的因素。调查结果表明，与专家作家和以英语为母语的母语作家相比，EAL学生作家倾向于表现出较弱的作者身份。此外，EAL学生作家往往比读者更喜欢课文，并且对他们的主张缺乏承诺。EAL学生作家在学术写作中构建的身份也与EAL学生的英语水平，教育经验，纪律惯例，体裁能力和听众意识交织在一起。这篇文献综述的发现可以帮助教师和教育者提高EAL学生的身份意识，并帮助学生从战略上构建学术写作中的作家身份。EAL学生作家往往更喜欢课文而不是读者，并且对他们的主张缺乏承诺。EAL学生作家在学术写作中构建的身份也与EAL学生的英语水平，教育经验，纪律惯例，体裁能力和听众意识交织在一起。这篇文献综述的发现可以帮助教师和教育者提高EAL学生的身份意识，并帮助学生从战略上构建学术写作中的作家身份。EAL学生作家往往更喜欢课文而不是读者，并且对他们的主张缺乏承诺。EAL学生作家在学术写作中构建的身份也与EAL学生的英语水平，教育经验，纪律惯例，体裁能力和听众意识交织在一起。这篇文献综述的发现可以帮助教师和教育者提高EAL学生的身份意识，并帮助学生从战略上构建学术写作中的作家身份。