摘要
This study explored the progress of 40 language learners in a language education program in northern Taiwan toward becoming emergent researchers. Based on the data analysis, the study had the following findings. At the outset, the majority of participants initially used the metaphors "baby" and "sponge" to describe their role as emergent researchers--that is, expecting to be "fed" with knowledge about academic literacy. By the end of the courses, reading journal articles and engaging various instructional strategies seemed to facilitate the participants in overcoming their fears and difficulties in academic writing and reading.