The book explores the pedagogical potential of autobiographical
writing in English-as-a-foreign language, approaching the topic
from an educational, longitudinal, dialogical, and social
perspective. Through a number of case studies, the author
delineates four phases that EFL writers may experience in their
identity construction processes, illustrating the complexity of EFL
writers' social identities. This book will provide a valuable
resource for language teachers and researchers interested in the
pedagogical applications of autobiographical writing.
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