Assignment resubmission and the emergence of a third space: International students’ discursive negotiation tools

This paper utilizes Gutierrez’s (2008) conceptual framework of the third space, the cultural-historical activity theory (CHAT) (Engerström, 2015), along with Bakhtin’s (1981) dialogical theory, to identify the discursive negotiation tools employed by international students at a private Canadian university when requesting the opportunity to resubmit their assignments. While this practice is not formally regulated by the institution, students frequently make these requests, supporting them with a range of arguments. During the two phases of this study, a total of 4,018 emails were collected, which are analyzed using Torres-Arends’ (2023) analytic framework to explore the reasons behind students’ requests for resubmission. The findings revealed that a third space emerged through students’ negotiation strategies in response to challenges such as meeting assignment requirements, balancing multiple responsibilities, and navigating a new academic culture. Based on these findings, two recommendations are proposed: first, that this “emergent” third space be recognized as an opportunity to redesign class materials, adjust pedagogic practices, and implement responsive course designs in culturally diverse learning environments, and second, that further research be conducted to explore professors’ perspectives on accepting or denying requests for assignment resubmission, adding a critical dimension to understanding this negotiation process.