EXPLORING L2 STUDENT PERCEPTIONS TOWARDS SOURCE-BASED EAP WRITING ASSESSMENT TASKS
DOI:
https://doi.org/10.17721/2663-0303.2020.5.01Abstract
In an attempt to understand the ways L2 undergraduate students use information from external sources in their writing and to examine what difficulties they encounter during the process, this classroom-based research investigated student writers’ perceptions towards their source use, purposes of students’ self-reported citation practices, and suggested actions to be taken for progress in source-based writing within the context of freshman English for Academic Purposes (EAP) writing course. Perceptions of 22 freshman student writers were surveyed through an open-ended questionnaire. Questionnaire was given upon the completion of a source-based writing assessment task and it required students to reflect on their writing performance which was produced under examination circumstances. Frequency counts and thematic content analysis revealed several challenges in handling citation practices effectively and a limited range for using citation purposes, mainly limited to attribution of sources. The study has implications for instruction in order to enhance citation practices of emerging L2 student writers..
Keywords: source-based writing, integrated writing assessment task, EAP, student perceptions
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