Year: 2025
Type: article
Abstract: Referencing and citation pose considerable difficulties for university students writing in academic contexts. This article investigates the referencing and citation performance of EFL undergraduates. A corpus was compiled from data gathered during two rounds of literature review assignments. The analytical framework considers both the amount and context of referencing, encompassing both direct and indirect citations, as well as the students’ comprehension and use of confirmative and critical citations. This comparison reveals differences in students' responsibility, quality, and citation skills. The results show a tendency towards low levels of direct quotations and critical citations, with few instances of citations used for critical questioning or critique. We conclude that universities need to cultivate students for a deeper appreciation of genuine intertextual writing with scholarly works through the use of direct and critical citations, which will enhance student academic literacy and deepen their understanding of critical intertextuality within academic discourse.
Authors: Hongqin Zhao, Yaqian Li
Institutions: Zhejiang University, University of Bath
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414524534