Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies
Gi-Zen Liu, Vivien Lin, Department of Foreign Languages & Literature, Taiwan ; Xiaojing Kou, Center of Language Technology, United States ; Hong-You Wang, Department of Foreign Languages & Literature, Taiwan
Educational Research Review Volume 19, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd
There is an urgency to improve source use among non-native speakers of English in the globalized era. This review examines problems and causes of second language (L2) English source misuse in the English as a Second Language (ESL) and English as a Foreign Language (EFL) environments, and proposes remedies for the problems. Thematic analysis resulted in issues related to L2 English misuse under the categories of (a) source use norms, (b) source use acquisition, and (c) ethical practice in L2 academic writing from 53 empirical studies. Furthermore, nine recommendations for L2 English source use pedagogy were derived to (a) ensure transparency in definitions, guidelines, and expectations, (b) build source use knowledge, and (c) engage L2 English writers in continuous practice and autonomous development of plagiarism avoidance. Finally, the authors provide an inter-relational network among the nine themes as well as suggestions for enhancing L2 source use policies and education among institutions and practitioners aiming to improve source use for L2 English writers.
Liu, G.Z., Lin, V., Kou, X. & Wang, H.Y. (2016). Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies. Educational Research Review, 19(1), 36-57. Elsevier Ltd.