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Students’ practices and abilities for writing from sources in English at universities in China

Published on Mar 1, 2018in Journal of Second Language Writing 4.20
· DOI :10.1016/j.jslw.2017.11.001
Alister Cumming19
Estimated H-index: 19
(Beijing Foreign Studies University),
Luxin Yang2
Estimated H-index: 2
(Beijing Foreign Studies University)
+ 13 AuthorsConttia Lai1
Estimated H-index: 1
(U of T: University of Toronto)
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Abstract
Abstract We surveyed the practices and abilities of 103 students at 4 universities in China to write from sources in English, documenting in their first and second years of Bachelors’ and Masters’ programs (longitudinally and cross-sectionally): (a) students’ self-reported approaches to writing from sources and instruction that had helped them; (b) the frequency, accuracy, and functions of citations in samples of their course papers; and (c) their abilities to summarize a reading passage under test-like conditions. The students wrote with some proficiency in English and emerging competencies in writing from academic sources, confirming, in this context where English is a foreign language, tendencies such as nascent senses of authorial identities and patchwriting documented in prior case studies of Chinese and other students writing at English-dominant universities internationally. Limited evidence for development from the first to second year appeared in undergraduate students increasing the frequency, accuracy, and functions of their citations, moving toward the tendencies maintained by graduate students in both years’ course papers. In their second years, most students also reported greater success in acknowledging source materials and focus on formal aspects of writing course papers. Only half the students indicated they had taken courses that helped them to write from sources.
  • References (60)
  • Citations (4)
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References60
Newest
Published on Dec 1, 2017in TESOL Quarterly 2.72
Douglas Biber40
Estimated H-index: 40
(NAU: Northern Arizona University),
Randi Reppen15
Estimated H-index: 15
(NAU: Northern Arizona University),
Shelley Staples7
Estimated H-index: 7
(UA: University of Arizona)
Published on Sep 1, 2017in Journal of Second Language Writing 4.20
Rosemary Wette7
Estimated H-index: 7
(University of Auckland)
Abstract Research on L2 students’ writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy, the successive challenges students face, and how instruction might be of benefit. Studies have examined the source text use of novices; however, citations in disciplinary assignments by post-novice undergraduate writers have seldom been investigated. Six L2 writers in Year 3 of undergraduate studies in Arts and Social Sci...
Published on Jun 1, 2017in System 1.93
Guangwei Hu24
Estimated H-index: 24
(NTU: Nanyang Technological University),
Xiaoya Sun1
Estimated H-index: 1
(Xi'an International Studies University)
Abstract Plagiarism is a major problem for universities worldwide and has been a constant cause of concern in higher education. Previous research has focused on Chinese students' attitudes toward, knowledge of, and engagement in plagiarism in Chinese and overseas educational contexts, and there is also a growing body of research on Chinese teachers' understandings of and stance on plagiaristic practices. However, little research attention has been given to institutional policies on plagiarism in...
Published on Nov 1, 2016in Educational Research Review 5.20
Gi-Zen Liu14
Estimated H-index: 14
(NCKU: National Cheng Kung University),
Vivien Lin3
Estimated H-index: 3
(NCKU: National Cheng Kung University)
+ 1 AuthorsHong You Wang2
Estimated H-index: 2
(NCKU: National Cheng Kung University)
Abstract There is an urgency to improve source use among non-native speakers of English in the globalized era. This review examines problems and causes of second language (L2) English source misuse in the English as a Second Language (ESL) and English as a Foreign Language (EFL) environments, and proposes remedies for the problems. Thematic analysis resulted in issues related to L2 English misuse under the categories of (a) source use norms, (b) source use acquisition, and (c) ethical practice i...
Published on Sep 1, 2016in Journal of English for Academic Purposes 1.73
Alister Cumming1
Estimated H-index: 1
(OISE/UT: Ontario Institute for Studies in Education),
Conttia Lai2
Estimated H-index: 2
(OISE/UT: Ontario Institute for Studies in Education),
Hyeyoon Cho2
Estimated H-index: 2
(OISE/UT: Ontario Institute for Studies in Education)
Abstract Educators have long recognized that a major challenge for students learning to write for academic purposes is developing the ability to integrate source material effectively and appropriately into written compositions. To identify and evaluate the current state of empirical evidence, we conducted a systematic synthesis of the published research that has investigated writing from sources systematically from a variety of analytic perspectives, in first and second languages, and in diverse...
Published on Apr 1, 2016in Assessing Writing 1.84
A. Mehdi Riazi8
Estimated H-index: 8
(Macquarie University)
Abstract This paper reports an exploratory study in which the written texts produced by postgraduate students in test and real-life academic situation are compared in terms of the linguistic and discoursal features. Data were collected from 20 international English as a second language (ESL) postgraduate students from different first language backgrounds and three general disciplines of science and engineering, arts and humanities, and business and economics. The participants were studying in po...
Published on Jan 1, 2016in Assessing Writing 1.84
Liz Hamp-Lyons18
Estimated H-index: 18
Published on Jan 1, 2016
Diane Pecorari12
Estimated H-index: 12
Published on Jun 1, 2015in Journal of Second Language Writing 4.20
Ute Knoch16
Estimated H-index: 16
(University of Melbourne),
Amir Rouhshad4
Estimated H-index: 4
(University of Melbourne)
+ 1 AuthorsNeomy Storch26
Estimated H-index: 26
(University of Melbourne)
Abstract The number of international students coming to study in Australian universities has increased exponentially in the past decade, mirroring trends in other English speaking countries. For the majority of these students, English is an additional language. The motivation for studying in an English medium university is presumably not only to gain a degree but also to improve English language proficiency. Studying in an English-medium university provides these students with a rich immersion e...
Cited By4
Newest
Published on Jun 1, 2019in Journal of English for Academic Purposes 1.73
Yao Du (CAS: Chinese Academy of Sciences)
Abstract It is widely believed source-use skills are among the most important academic literacy skills that students need to develop throughout their college years. Although there has been extensive discussion of the difficulties experienced by ESL/EFL students developing these skills, few studies have focused on instructional interventions designed specifically to build source-use skills. To the best of our knowledge, no intervention recorded in the literature has focused on both essential aspe...
Published on Jun 1, 2019in Journal of Second Language Writing 4.20
Choo Mui Cheong1
Estimated H-index: 1
(HKU: University of Hong Kong),
Xinhua Zhu1
Estimated H-index: 1
(PolyU: Hong Kong Polytechnic University)
+ 1 AuthorsHongbo Wen (BNU: Beijing Normal University)
Abstract This study explored the effects of intertextual processing on integrated writing. A strategy inventory for discourse synthesis, an intertextual inference verification task examining multiple-text comprehension in Chinese (the students’ first language, L1) and English (their second language, L2) and integrated writing tasks in both L1 and L2 were administered to students in four secondary schools in Hong Kong. The results of structural equation modelling analyses showed that discourse sy...
Published on Apr 7, 2019in Assessment & Evaluation in Higher Education 2.47
Yao Du (CAS: Chinese Academy of Sciences)
AbstractTextual plagiarism is a serious violation of established academic protocols, but it requires considerable writing experience and care to avoid as well. Although student understanding of tex...
Published on Jul 15, 2018
Diane Pecorari12
Estimated H-index: 12
(LNU: Linnaeus University),
Philip Shaw15
Estimated H-index: 15
(Stockholm University)