Citation behavior, audience awareness, and identity construction in Arabic and EFL research

Alramadan, May Mahdi

doi:10.1016/j.heliyon.2023.e13125

Cited by 6 publications

(4 citation statements)

References 33 publications

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“…The practice of citation, on the other hand, allows the construction of solid arguments to promote readers' persuation (Bennet, 2015) which is one of its main roles. Thus, good citation practice can enact an effective social relationship between writers and the audience the text targets (Alramadan, 2023) to the point of validating authors' epistemological conceptions (Fazilafar et al, 2018). Related to undergraduate students, the creation of meaning in university contexts is facilitated by the practice of citation (Shi, 2008) since external sources are connected to their own ideas which are entagled in the disciplinary knowledge.…”

Section: Citationmentioning

confidence: 99%

Citation difficulties in nonnative undergraduate English teachers’ monographs

Obeso¹

2023

IJELS

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Citation use is a significant challenge for Colombian undergraduate English teachers. Continuing the line of inquiry on citation difficulties in nonnative novice writers, the present study aims at describing the main difficulties this group of students have in citing external sources. The analysis was carried out on 30 theoretical framework chapters from their monographs. Findings indicate that (1) Some undergraduate English teachers lack further textual elaboration since they just cite but do not explain or make a comment to complement the external authors’ idea; (2) These undergraduate English teachers lack citation type variety because the predominat citation type is integral citation, turning the disocurse monotonous; (3) These teachers highly employ attribution as the main citation function which indicates an epistemological dependency on key disciplinary authors since external authors’ ideas are duplicated. This study can be used to raise awareness on nonnative undergraduate English teachers towards better citation practices in their disciplinary academic papers, which can be supported by (a) formal direct instruction in writing composition courses, in research tutoring sessions, etc., and in institutional research hotbeds; (b) analysis of experts’ texts to identify and understand the important features of academic English; (c) incorporation of studies like the present one and others in the universiry syllabus of research and writing composition courses.

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Section: Citationmentioning

confidence: 99%

Citation difficulties in nonnative undergraduate English teachers’ monographs

Obeso¹

2023

IJELS

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“…The study is informed by the research focus on an EFL student's ability to produce an argumentative essay that is characterised by genre-conforming and relevant citation practices, as well as references to reliable sources (Casal & Lee, 2019;Heron & Corradini, 2023;Howard et al, 2010;Shaw & Weir, 2007;Swales 1990;Thompson et al, 2013). The theoretical and linguo-didactic premises of the study resonate with the literature (Alramadan, 2023;Howard et al, 2010;Kamimura, 2014;Kapranov, 2021b;Liu & Wu, 2020;McCulloch, 2012;McKinley, 2015;Pecorari, 2006;Sun et al, 2022;Thompson & Tribble, 2001), which indicates that EFL students should be made aware of the current academic conventions of quoting and referencing in argumentative essay writing, so that they could be cognisant and observant of the best practices of the genre.…”

Section: Introductionmentioning

confidence: 98%

Citation and Referencing Practices in Argumentative Essay Writing by Upper-Intermediate EFL Students

Kapranov

2023

SAR

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One of the critical skills that undergraduate students of English as a Foreign language (EFL) should master involves their ability to write an argumentative essay, which is adequately supported by credible sources, such as scientific articles, books, and online materials. Arguably, a successful argumentative essay reflects EFL students’ genre-appropriate citation practices that, according to Swales (1990), involve several discursive realisations of citation (for instance, integral, non-integral, etc.) in the text. The article presents a study whose aim is to learn about citation and referencing practices in a corpus of argumentative essays written by a group of undergraduate EFL students on the upper-intermediate level of EFL proficiency (henceforth – participants). Anchored in the theoretical framework developed by Swales (1986, 1990), the participants’ citation and referencing practices in the corpus were identified and quantified. The results of the quantitative analysis revealed that the participants preferred the non-integral type of citation, where the author/authors cited are mentioned at the end of the citation in the parentheses. The participants’ referencing practices were found to be dominated by books and book chapters published by a number of reputable domestic publishing houses.

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“…(Elledge & Jones, 2021a). It is hoped that this step will be able to provide guidance on an optimal educational mindset (Abdesheikhi et al, 2023;Alramadan, 2023), hence the vision of educators who want to produce students who are embedded in the cultivation of good character with good disciplinary values.…”

Section: Introductionmentioning

confidence: 99%

Character Education Strategy In Improving Student Discipline At Islamic State University Higher Education Mahmud Yunus Batusangkar

Putri

2023

J. Neosantara Hybrid Learning

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The vulnerability of knowledge about discipline in the world of education today is the result of a lack of respect for others. Therefore, it is necessary to instill character education to make improvements in students so that it becomes a form of disciplined assessment of character formation in the educational environment. The role of character improvement in education is the aim of the author's research to analyze the extent to which character is implemented as a form of improving moral discipline among Islamic State University Higher Education Mahmud Yunus Batusangkar students. This research is a type of qualitative descriptive research with data collection taken from field observations carried out by researchers regarding the 3 option assessments observed and interview techniques. From the results of the research, it was found that the application of the options observed was able to provide increased discipline in students. The results of this observation were also supported by an interview process which provided views on whether the application of student character was able to instill discipline towards others. Therefore, the conclusion in this research is that it is able to provide an allocation if Islamic State University Higher Education Mahmud Yunus Batusangkar students have implemented maximum character education, thereby creating students who have moral character and high discipline

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Citation behavior, audience awareness, and identity construction in Arabic and EFL research

Cited by 6 publications

References 33 publications

Citation difficulties in nonnative undergraduate English teachers’ monographs

Citation difficulties in nonnative undergraduate English teachers’ monographs

Citation and Referencing Practices in Argumentative Essay Writing by Upper-Intermediate EFL Students

Character Education Strategy In Improving Student Discipline At Islamic State University Higher Education Mahmud Yunus Batusangkar

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