Source Use by EFL Undergraduate Students: Challenges and Success in Process-based Writing

نوع مقاله : مقاله تحقیق

نویسندگان
1 Senior Lecturer, Global Education Department, School of Law, Technology and Education, Westminster International University in Tashkent, Tashkent, Uzbekistan
2 Lecturer, Global Education Department, School of Law, Technology and Education, Westminster International University in Tashkent, Tashkent, Uzbekistan
چکیده
Proper use of source material in second language writing is an essential skill in the academic writing process. The present study investigates source use and plagiarism level in the essay writing process by the English as a foreign language (EFL) student in one of the international universities in Tashkent, Uzbekistan. Thirteen first-year students who failed and then retook the language program were chosen for the purpose of the study. A mixed-methods research design was used to collect the data (i.e., language programs over two subsequent academic years were analyzed for their relevance to the process-based writing). To evaluate the students' opinions on both programs and correct academic citation, a paper-based questionnaire was circulated. The data analysis revealed a positive influence of program two on organizing ideas, incorporating source-text ideas, and using more academic and error-free sentences. A comparative analysis of the plagiarism level and writing performance in students' papers in both programs was performed using the Wilcoxon signed-rank test, which showed a positive difference in the overall writing scores but an insignificant difference in the level of plagiarism. Findings of the study identified that the engagement of the EFL undergraduate students in process-based writing made a positive impact on writing from sources and overall performance.

کلیدواژه‌ها

موضوعات


Akhmedjanova, D., & Jeffery, J.V. (2021). Secondary school writing in Uzbekistan. In J.V. Jeffery & J.M. Parr, (Ed.). International perspectives on writing curricula and development: A cross-case comparison (pp.101-122). Routledge.
Alexander, O., Argent, S., & Spencer, J. (2008). EAP Essentials: A teacher’s guide to principles and practice. Garnet Publishing Ltd.
Ataie-Tabar, M., Zareian, G., Amirian, S.M., & Adel, S.M. (2019). A study of socio-cultural conception of writing assessment literacy: Iranian EFL teachers’ and students’ perspectives. English Teaching and Learning. 43, 389–409. http://dx.doi.org/10.1007/s42321-019-00035-0.
Bailey, C., & Challen, R. (2014). Student perceptions of the value of Turnitin text-matching software as a learning tool. Practitioner Research in Higher Education, 9(1), 38-51. Retrieved from https://files.eric.ed.gov/fulltext/EJ1130278.pdf.
Benson, P.J., & Heidish, P. (1995). The ESL technical expert: writing processes and classroom practices. In D. Belcher, & G. Braine, (Ed.). Academic writing in a second language: essays on research and pedagogy (pp.313- 330). Ablex Publishing Corporation.
Bikowski, D. & Gui, M. (2018). The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism. System, 74, 194-205. https://doi.org/10.1016/j.system.2018.03.017.
Bilikozen, N. (2018). Journey towards academic literacy: An exploration of challenges faced in the first year at university. The Asian ESP Journal, 14(7.1), 57-100. Retrieved from https://www.asian-esp-journal.com/.
Birhan, A.T. (2018). Effects of mastery learning instruction on engineering students’ writing skills development and motivation. Journal of Language and Education, 4(4), 20-30. http://dx.doi.org/10.17323/2411-7390-2018-4-4-20-30.
Briggs, R. (2003). Shameless! Reconceiving the problem of plagiarism. Australian Universities' Review, 46(1), 19-23. https://doi.org/10.1080/09697250903006476.
Cumming, A., Lai, C., & Cho, H. (2016). Students’ writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47-58. http://dx.doi.org/10.1016/j.jeap.2016.06.002.
Cumming, A. et al. (2018). Students’ practices and abilities for writing from sources in English at universities in China. Journal of Second Language Writing, 39, 1–15. https://doi.org/10.1016/j.jslw.2017.11.001.
De Chazal, E. (2014). English for academic purposes. Oxford University Press.
Ene, E. & Upton, T.A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1–13. https://doi.org/10.1016/j.jslw.2018.05.005.
Ferris, D.R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201. http://dx.doi.org/10.1017/S0272263109990490.
Galbraith, D., & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and instruction, 9(2), 93-108. http://dx.doi.org/10.1016/S0959-4752(98)00039-5.
Gibbs, G. (2010). Using assessment to support student learning. Leeds Metropolitan Press.
Goldstein, L. M., & Conrad, S. M. (1990). Student input and negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24(3), 443-460. http://dx.doi.org/10.2307/3587229.
Graham-Matheson, L., & Starr, S. (2013). Is it cheating or learning the craft of writing? Using Turnitin to help students avoid plagiarism. Research in Learning Technology, 21(1), 172-188. http://dx.doi.org/10.3402/rlt.v21i0.17218.
Hasanova, D. (2007). Teaching and learning English in Uzbekistan. English Today, 23(1), 3-9. https://doi.org/10.1017/S0266078407001022.
Hayes, N., & Introna, L.D. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics & Behavior, 15(3), 213-231. http://dx.doi.org/10.1207/s15327019eb1503_2.
Hu, S., & Kuh, G. D. (2002). Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education, 43(5), 555-575. http://dx.doi.org/10.1023/A:1020114231387.
Hu, G., & Lei, J. (2016). Plagiarism in English academic writing: A comparison of Chinese university teachers' and students' understandings and stances. System, 56, 107-118. http://dx.doi.org/10.1016/j.system.2015.12.003.
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language Teaching. 39(2), 83-101. http://dx.doi.org/10.1017/S0261444806003399.
Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarisation practices. Journal of Second Language Writing, 25, 4–22. http://dx.doi.org/10.1016/j.jslw.2014.05.005.
Kostka, I., & Maliborska, V. (2016). Using Turnitin to provide feedback on L2 writers’ texts. The Electronic Journal for English as a Second Language, 20(2). Retrieved from https://eric.ed.gov/?id=EJ1113905.
Leask, B. (2006). Plagiarism, cultural diversity and metaphor—implications for academic staff development. Assessment & Evaluation in Higher Education, 31(2), 183-199. https://doi.org/10.1080/02602930500262486.
Li, Y., & Casanave, C.P. (2012). Two first-year students’ strategies for writing from sources: Patchwriting or plagiarism? Journal of Second Language Writing, 21, 165–180. http://dx.doi.org/10.1016/j.jslw.2012.03.002.
Ma, J. (2018). Student perceptions of assessment-for-learning practices in an English academic writing course. English Teaching and Learning. 42, 155–183. http://dx.doi.org/10.1007/s42321-018-0008-2.
Marina, O., Yakusheva, I., & Demchenkova, O. (2019). Examining undergraduate students’ and in service graduates’ perceptions of their professionally oriented foreign language needs. Journal of Language and Education, 5(1), 63-84. http://dx.doi.org/10.17323/2411-7390-2019-5-1-63-84.
Neumann, H., Leu, S., & McDonough, K. (2019). L2 writers’ use of outside sources and the related challenges. Journal of English for Academic Purposes, 38, 106-120. https://doi.org/10.1016/j.jeap.2019.02.002.
Nia, S.K., & Shahsavar, Z. (2019). Comparing the use of different prewriting strategies on medical students' L2 writing. The Asian ESP Journal, 15(3), 228-255. Retrieved from https://www.asian-esp-journal.com/.
Poverjuc, O. (2010). A longitudinal case study of students’ perceptions of academic writing and of themselves as academic writers: the writing experiences of five students who spoke English as an additional language (Published Doctoral Dissertation). University of Warwick, Warwick, UK. Retrieved from http://webcat.warwick.ac.uk/record=b2485034~S15
Rahimi, M., & Fathi, J. (2021). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed-methods study. Computer Assisted Language Learning, 1-48. https://doi.org/10.1080/09588221.2021.1888753
Resolution of the President of the Republic of Uzbekistan. (2012). On measures to further improve foreign language learning system. # 1875. Retrieved from http://uza.uz/en/society/president-resolves-to-develop-foreign-language-learning-system-11.12.2012-3147.
Resolution of the Cabinet of Ministers of the Republic of Uzbekistan. (2013). On Adopting the State Educational Standards of Continuous Education in Uzbekistan. Requirements to the Level of Preparation of Graduates in Foreign Languages at All Levels of Education. # 124. Retrieved from https://www.lex.uz/search/nat?from=08.05.2013&to=08.05.2013&actnum=124.
Romova, Z. & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16, 111–122. http://doi:10.1016/j.asw.2011.02.005.
Saeli, H. & Cheng, A. (2021). Peer feedback, learners’ engagement, and L2 writing development: The case of a test-preparation class. TESL-EJ, 25 (2). http://www.tesl-ej.org/wordpress/issues/volume25/ej98/ej98a7/.
Seviour, M. (2015). Assessing academic writing on a pre-sessional EAP course: Designing assessment which supports learning. Journal of English for Academic Purposes, 18, 84–89. http://dx.doi.org/10.1016/j.jeap.2015.03.007
Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 21(2), 134-148. https://doi.org/10.1016/j.jslw.2012.03.003.
Shvidko, E. (2018). Writing conference feedback as moment-to-moment affiliative relationship building. Journal of Pragmatics, 127, 20-35. https://doi.org/10.1016/j.pragma.2018.01.004.
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: the ESL research and its implications. TESOL Quarterly, 27(4), 657-677. http://doi.org/10.1016/j.jeap.2015.03.007.
Thompson, C., Morton, J., & Storch, N. (2013). Where from, who, why and how? A study of the use of sources by first year L2 university students. Journal of English for Academic Purposes, 12(2), 99-109. https://doi.org/10.1016/j.jeap.2012.11.004.
Tran, T. T. (2012). The perceptions and attitudes of international students towards plagiarism. The ACPET Journal for Private Higher Education, 1(2), 13-21. Retrieved from http://hdl.handle.net/1959.9/539826.
Uludag, P., Lindberg, R., McDonough, K., & Payant, C. (2019). Exploring L2 writers’ source-text use in an integrated writing assessment. Journal of Second Language Writing, 46, 100670. https://doi.org/10.1016/j.jslw.2019.100670.
Wette, R. (2017). Source text use by undergraduate post-novice L2 writers in disciplinary assignments: Progress and ongoing challenges. Journal of Second Language Writing, 37, 46–58. http://dx.doi.org/10.1016/j.jslw.2017.05.015.
Wette, R. (2018). Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies. Journal of English for Academic Purposes, 36, 61-75. https://doi.org/10.1016/j.jeap.2018.09.006.
Zareekbatani, A. (2015). Technology and L2 writing: EFL student perspectives on electronic feedback using online learning logs (Published Doctoral Dissertation). University of Exeter, Exeter, UK. Retrieved from http://hdl.handle.net/10871/17297.