Who Speaks? Exploring Identity and Voice in Thai Students' English Writing
By Janpha Thadphoothon
The concept of voice in writing is as intriguing as it is elusive. For many, the notion of "voice" evokes the unique style, perspective, or personality a writer brings to their work. However, when we discuss "voice" in the context of second-language (L2) writing, especially among Thai university students learning English as a foreign language, things become more complex. This blog post delves into a research study on the challenges Thai students face in expressing their voice in English writing, offering insights into their experiences and practical recommendations for teachers.
The Significance of Voice in Writing
In writing, the "voice" is more than just words on a page; it is a reflection of one's personality, culture, and identity. Scholars like Peter Elbow and Bakhtin have long discussed the importance of voice, emphasizing that great writing is like hearing the author speak directly to you. Voice makes writing authentic and engaging, but it is not merely an individual effort. As Bakhtin points out, voice is shaped by social and historical forces.
In academic writing, voice is often constrained by conventions and the need for credibility. According to Hyland (2012), writers use stance and voice to position themselves within a broader social and academic context. For L2 writers, navigating these expectations can be daunting, especially when their cultural values and first language (L1) influence how they write in English.
Why Voice Matters for Thai Students
For Thai university students learning English, the challenge of developing a distinct voice in writing is profound. Thailand's high-context culture emphasizes indirect communication, which can conflict with the more explicit, individualistic style often associated with English writing. As Edward T. Hall's cultural theory suggests, the Thai language and communication style are rooted in collective values and subtlety, which can make the directness of English writing feel unnatural.
The research by Janpha Thadphoothon and Soisithorn Isarankura (2024) explored these challenges through the experiences of 21 Thai university students. The findings were both revealing and thought-provoking.
Major Findings
1. Writing in English Is Difficult
Most students in the study described English writing as a challenging task. They reported feeling disconnected from their true selves when writing in English. This sense of disconnection stemmed from their struggle to express their personality and ideas in a language that felt foreign and restrictive.
2. L2 Voice Differs from L1 Voice
Students noted significant differences between their voice in English (L2) and Thai (L1). In Thai, they felt confident and expressive, while in English, they felt constrained and hesitant. This aligns with the L1 interference theory, which suggests that a person’s native language heavily influences their second language usage.
3. Issues of Confidence
Writing in English often led to a loss of confidence. Students expressed frustration at their inability to fully convey their thoughts, feelings, and ideas. This frustration sometimes resulted in anxiety and a sense of inadequacy.
One poignant reflection of this struggle is captured in Tan Bee Tin's poem, "Loneliness of a Student Speaking English as His Second Language."
Loneliness is:
when people don’t understand you.
when they constantly correct your speech.
when people say “I beg your pardon” to everything you say.
when they regard your silence as a lack of desire to communicate, despite your willingness to listen with great intensity and force.
Loneliness is not being able to speak your mind, your soul or your identity.
(Tan Bee, 2004)
The poem vividly portrays the emotional toll of being misunderstood or corrected, of being silent despite wanting to communicate.
Practical Recommendations for Teachers
The research findings highlight the importance of helping students develop their L2 voice in writing. Here are some actionable suggestions for English teachers:
1. Encourage Personal Expression
One way to help students find their voice in English is to encourage them to share personal stories and experiences. By integrating their cultural background and unique perspectives, students can make their writing more authentic and relatable.
2. Create a Safe Learning Environment
Students need a supportive space where they feel comfortable experimenting with their voice. Teachers can foster this by providing constructive feedback that focuses on growth rather than just correcting errors.
3. Teach Cultural Identities
Understanding the cultural context of English writing is crucial. Teachers can highlight differences between Thai and English communication styles, helping students navigate the expectations of English academic writing while still valuing their cultural identity.
4. Emphasize Process Over Perfection
Developing a distinct voice takes time and practice. Teachers should encourage students to focus on the writing process—brainstorming, drafting, revising—rather than striving for perfection in their first attempt.
5. Use Models Thoughtfully
While models can provide useful guidance, they should not stifle creativity. Teachers should present models as inspiration, allowing students to adapt them to their own style rather than copying them verbatim.
Voice as a Path to Self-Discovery
The journey of mastering a second language is not just about grammar and vocabulary; it is a voyage of self-discovery. Writing in a second language forces students to grapple with questions of identity and expression. As Camps and Ivanic (2001) suggest, cultivating voice in L2 writing requires continuous effort and education.
For Thai students, this journey can be both challenging and rewarding. By developing their L2 voice, they not only improve their writing skills but also gain a deeper understanding of themselves and their place in a globalized world.
Final Thoughts
The study underscores the multifaceted and contextual nature of voice in L2 writing. For Thai university students, the process of finding their voice in English is a complex interplay of cultural, linguistic, and personal factors.
As educators, our role is to guide and support students on this journey, helping them bridge the gap between their L1 and L2 voices. By doing so, we empower them to communicate more effectively and confidently, both within and beyond the classroom.
This blog post is based on the research article "WHERE IS ME?: AN EXPLORATION OF VOICE IN L2 WRITING AMONG THAI UNIVERSITY STUDENTS," published in the Phranakhon Rajabhat Research Journal (Humanities and Social Sciences).
https://so05.tci-thaijo.org/index.php/PNRU_JHSS/article/view/271531/184693
Janpha Thadphoothon is an assistant professor of ELT at the International College, Dhurakij Pundit University in Bangkok, Thailand. Janpha Thadphoothon also holds a certificate of Generative AI with Large Language Models issued by DeepLearning.AI.
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