Empowering Voices: The Role of a Writing Center in the Academic Success of International Doctoral Students

Abstract

Abstract:This qualitative instrumental case study examines the role of a university Writing Center in supporting the academic success and socialization of international doctoral students at a public university in the Midwest. Guided by Vygotsky’s zone of proximal development and Lave and Wenger’s communities of practice frameworks, the study explores how sustained interactions with writing tutors influence students’ academic writing development and broader academic experiences. Data were collected through 17 semi-structured interviews and 15 tutoring session observations conducted during the Spring 2020 semester. Findings indicate that international doctoral students initially face challenges related to English proficiency, academic discourse conventions, and confidence in articulating their needs. Over time, scaffolded feedback and consistent tutor relationships fostered improved writing skills, increased academic confidence, and deeper integration into academic communities of practice. The study highlights writing centers as critical yet underrecognized spaces for academic socialization, identity development, and institutional support for international doctoral students, offering implications for writing center pedagogy and graduate support services.