Abstract—Existing evidence has proved that reading is
integral in academic writing process and served different
purposes at various junctures of students’ writing journey. Yet,
few empirical studies investigate the effect of reading in shaping
topic selection and formulation. This study aims to explore the
process of undergraduate researchers determined their
research topic through several rounds of reading. A qualitative
research method was adopted in this research and six
sophomore students were interviewed respectively. Results
suggest that the novel researchers perused assorted literature in
the phase of topic selection, and they showed a proclivity on
certain types of literature according to distinct topic selection
principles. Academic journals, monologues, textbooks were
chosen by participants. In the phase of topic formulation,
reading literature journals helped them identify their possible
topics’ academic significance and pervasive research method,
through which they could locate a board research area, then
monographs and books assisted them to apprehend relevant
knowledge and to assess research method so that they could
narrow down their key terms and research context and finally
they could formulate an appropriate research topic. The
alteration of reading materials was caused by their insufficient
knowledge of their research. Pedagogical implications are also
discussed.
Index Terms—Reading, academic writing, topic selection.
H. H. Xie is with the School of English and International Studies, Beijing
Foreign Studies University, 100089, China (e-mail: Loic_xie@163.com).
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Cite:Honghao Xie, "The Effect of Reading in Shaping Undergraduates‟ Academic Research To," International Journal of Languages, Literature and Linguistics vol. 5, no. 2, pp. 51-56, 2019.