Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies

Liu, Gi‐Zen; Lin, Vivien; Kou, Xiaojing; Wang, Hong You

doi:10.1016/j.edurev.2016.06.002

Cited by 38 publications

(12 citation statements)

References 96 publications

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“…Without specific instruction, the strategies are often limited to a single reading of the sources and the transfer of this information in the writing in a fairly straightforward manner, or even through copy pasting (Cerdán & Vidal-Abarca, 2008;Lenski & Johns, 1997;McGinley, 1992;Plakans & Gebril, 2012;Solé et al, 2013). Such copy-pasting behavior immediately raises the question of plagiarism, which explains why much research on source-based writing specifically focuses how to deal with source integration in an appropriate and ethical way (for a review we refer to Liu, Lin, Kou, & Wang, 2016). Of course, "textual borrowing" is more tempting in L2 writing than in L1 because of the already mentioned vocabulary knowledge factor (Neumann, Leu, & McDonough, 2019;Nguyen & Buckingham, 2019;Plakans & Gebril, 2013).…”

Section: Source-based Writingmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

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This article examines how master’s students consult and process sources in source-based writing tasks in L1 and L2. Two hundred eighty master’s students wrote a text in their L1 (Dutch) and L2 (English) at the beginning and end of the academic year. They wrote these texts based on three sources: a report, a web text, and a newspaper article. Their writing processes were registered using the Inputlog keylogging program. This allowed us to determine how much time the students spent reading the sources, when they did so, which sources they consulted most frequently, and how often they switched between the various (types of) sources. The quality of the texts was assessed holistically using pairwise comparisons (D-pac). Confirmative factor analysis showed three components to be relevant to describe source use in L1 and L2 writing: (a) initial reading time, (b) interaction with sources, and (c) the degree of variance in source use throughout the writing process. Individual text quality remained stable in L1 and L2 throughout the academic year. Structural equation modeling showed that the approach in source use, especially source interaction, is correlated with text quality, but in L1 only.

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Section: Source-based Writingmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…Members of this group unwillingly committed plagiarism while synthesizing their academic texts as the result of such views. The above quotation is in the same line with the existing literature which certifies that in such cases, students try reusing and reworking the borrowed materials aiming to improve professionality in their own disciplinary discourse (Liu, Lin, Kou, & Wang, 2016;Petrić, 2012); however, inadequate citation knowledge translates their attempt into plagiarism. No doubt, in the above case, the problem with students like P2 was not transgressive textual appropriation, but just an error resulting from inadequately citing the original work instead of multiple citations.…”

Section: Discussionmentioning

confidence: 60%

Untitled

2017

MJLTM

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The following study measures the impact of consistent and sustained oral interaction with native speakers of the target language via remote interaction on macro-linguistic skills of adult learners studying Spanish as a second language at intermediate stages of acquisition. This investigation overcomes deficiencies in previous and current research that focuses primarily on individual learners, acquisition of one grammar point or the use of specific micro-behaviors, as opposed to looking holistically at the impact that interaction with native speakers of the target language has on learners' reading, writing, speaking and listening skills at intermediate stages of acquisition. Participants of this study belonged to either the TalkAbroad-7 group (TA-7G) or the TalkAbroad-2 group (TA-2G). Using the Avant Stamp Test, learners' macro-language skills (i.e., reading, writing, listening and speaking) were quantitatively measured before and after treatment, following a pre/posttest design. Results of the data suggest that consistent and sustained oral interaction with native speakers of the target language significantly impacted learners' listening skills, while also contributing to the development of other macro-linguistic skills. The pedagogical implications of our research, combined with those available in earlier investigations, suggest that a greater focus be placed on listening tasks that build learners' aural skills. Educators and administrators alike should consider curricular changes that require learners to use interactive programs that allow them (i.e., learners) to engage in consistent and sustained oral interaction with NSTL in order to cultivate this fundamental ability.

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“…For future studies, it is suggested that a similar method be used to examine learners' experiences within the u-learning setting since reflections can help to improve this new approach to teaching (Hsieh et al, 2011;Liu et al, 2014b;Wang et al, 2016). Researchers are also encouraged to explore the relevant variables, such as interoperability, in applications or research focused on u-learning Liu and Hwang, 2010;Liu et al, 2015), the evaluation criteria for u-learning designs in language development (Liu et al, 2011), or in other academic fields with regard to both language learner perspectives and experiences (Liu et al, 2016a;Liu et al, 2016b;Wang et al, 2016). Furthermore, it is both important and challenging to develop new measurement tools to investigate the effects of applying existing educational theories or learning strategies to the learning performance of students in a u-leaning environment (Liu et al, 2014b;Tsai et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Identifying learning features and models for context-aware ubiquitous learning with phenomenological research method

Liu

Lin

et al. 2016

IJMLO

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Context-aware ubiquitous learning (u-learning) is an emerging paradigm of e-learning, and it provides new educational practices for knowledge and skill development. This paper focuses on the identification and analysis of u-learning effectiveness to develop a learning design model to guide interested practitioners via phenomenological research method. The authors first examined 21 identified u-learning studies cited at least five times in the Web

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Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies

Cited by 38 publications

References 96 publications

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Untitled

Identifying learning features and models for context-aware ubiquitous learning with phenomenological research method

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