Experts and novices: Examining academic email requests to faculty and developmental change during study abroad

Abstract

This longitudinal study seeks to contribute to a shortage of email investigations examining expert (L1) and novice (L2) English practices and tracking L2 developmental change during a UK study abroad period. Using a corpus of 315 authentic request emails, distinct features of Chinese ESL and British students’ email practices were examined, in addition to changes in Chinese ESL practices between the beginning and end of the ten-month period abroad. Findings firstly indicated that choice of request strategies, internal modification, and request perspective showed much variation between the two groups due to different approaches to projecting politeness. Secondly, exposure to the L2 and engagement in email writing had minimal impact on pragmatic performance over the academic year.