Cross-Cultural Academic Writing Challenges and the Role of Peer Support: Perspectives of Chinese Doctoral Candidates in a Malaysian Research Context

Zhao Yue; Seng Yue Wong; Kenny Cheah Soon Lee

doi:10.57159/jcmm.5.2.25393

Authors

Zhao Yue Institute for Advanced Studies, Universiti Malaya, Kuala Lumpur 50603, Malaysia https://orcid.org/0009-0007-8106-8013
Seng Yue Wong Academy of Malay Studies, Universiti Malaya, Kuala Lumpur 50603, Malaysia https://orcid.org/0000-0001-9278-4348
Kenny Cheah Soon Lee Department of Educational Management, Planning and Policy, Faculty of Education, Universiti Malaya, Kuala Lumpur 50603, Malaysia https://orcid.org/0000-0001-9881-582X

DOI:

https://doi.org/10.57159/jcmm.5.2.25393

Keywords:

Social Cognitive Theory, Academic Identity, Cross-Cultural Writing Challenges, Peer Emotional Support, Academic Writing Self-Efficacy

Abstract

Increased global mobility has led to a rise in international doctoral students, yet cross-cultural academic writing challenges persist as a key barrier to scholarly success, particularly among Chinese PhD candidates navigating unfamiliar academic norms. This study examines how cross-cultural writing challenges (CCWC), peer emotional support (PES), and intercultural competence (IC) shape students' academic identity (AI) and influence their academic writing self-efficacy (AWSE), framed through Bandura's Social Cognitive Theory. Data were collected from 300 Chinese doctoral students enrolled in Malaysian research universities. Structural equation modeling using SmartPLS 4.0 assessed both direct and indirect relationships among constructs. Results revealed significant direct effects of CCWC (T = 3.837, p < 0.001) and PES (T = 5.533, p < 0.001) on AI, as well as a significant effect of AI on AWSE (T = 5.482, p < 0.001). Mediation analysis demonstrated that AI partially mediated relationships between CCWC and AWSE (T = 3.699, p < 0.001) and between PES and AWSE (T = 3.520, p < 0.001). These findings underscore the critical role of academic identity in translating cross-cultural and social support factors into positive academic writing experiences, offering practical implications for institutional strategies to strengthen doctoral students' academic identity and writing development in cross-cultural contexts.

Author Biography

Kenny Cheah Soon Lee, Department of Educational Management, Planning and Policy, Faculty of Education, Universiti Malaya, Kuala Lumpur 50603, Malaysia

Universiti Malaya, Faculty of Education

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