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- W2913133023 abstract "Abstract Researchers have called for the development of new pedagogical strategies to help students learn how to integrate source information into their own texts effectively (Casanave, 2017; Hu, 2015). Since these strategies are tied to particular pedagogical contexts, their development has to be preceded by a careful examination of the context where they will be implemented. To that end, the current study examined how students use sources in their own writing at an English-medium university in Canada and what challenges they face in doing so. Notes and essays written by English for Academic Purposes (EAP) students (N = 73) were analyzed in terms of how they used source text information. A subset of the students and five experienced instructors were interviewed to gain insight into students’ challenges with the source-based writing tasks required in the EAP program. The findings indicate that students face difficulty with both the reading and writing phases of source-based writing, which has implications for the development of pedagogical strategies to address these difficulties." @default.
- W2913133023 created "2019-02-21" @default.
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- W2913133023 date "2019-03-01" @default.
- W2913133023 modified "2023-10-16" @default.
- W2913133023 title "L2 writers’ use of outside sources and the related challenges" @default.
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- W2913133023 doi "https://doi.org/10.1016/j.jeap.2019.02.002" @default.
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