Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing

Abstract

This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.

Writing and scientific publication skills of university teachers: A survey study

“…A considerable proportion of teachers show a high preference for open access journals, as well as a positive assessment of the immediate availability of scientific articles. In addition, a significant proportion of academics consider it acceptable to pay publication fees in high-impact scientific journals [30], [31]. The study seeks to determine the level of competition and preferences for scientific journals, and the results of this Table 9 provide information on the preference for open access journals, the assessment of immediate availability and the acceptability of paying publication fees in high impact indexed journals [32]- [34].…”