Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates
Reading & Writing
| Field | Value | |
| Title | Source integration practices and pedagogical implications in English academic writing: A case study of Omani undergraduates | |
| Creator | Alawad, Emad A. | |
| Description | Background: College students often struggle with integrating sources because of unclear academic expectations and limited instruction. This study examines these challenges to inform the development of more effective pedagogical support.Objectives: The purpose of this research is to analyse the challenges faced by English as a Foreign Language students in applying APA-style citation and referencing, as well as in summarising and paraphrasing. Using assessment data drawn from the institutional course learning outcomes (CLOs) dashboard, the study evaluates the extent to which these academic writing skills have been mastered and, in turn, determines the efficacy of current teaching strategies.Methods: Data from 60 ENG101 students at the Modern College of Business and Science in Muscat, Oman, were analysed quantitatively using a standardised assessment rubic to assess source-integration skills. Institutional CLOs’ dashboard figures were also reviewed to validate rubric scores, and to identify citation and paraphrasing trends.Results: Although participants demonstrated stronger summarising and paraphrasing skills (78% and 80%, CLO 5), they struggled with citation and referencing (67% and 65%, CLO 4), with errors in accuracy, integration, and formatting. These weaknesses compromise research credibility and highlight the urgent need for targeted instructional strategies.Conclusion: Students showed stronger summarising and paraphrasing skills, but weaker citation and referencing performance. These findings underscore the need for integrated pedagogy and adaptive feedback tools. Future research should also examine broader contexts and citation styles.Contribution: The study contributes to academic writing pedagogy by identifying English as a Foreign Language students’ challenges with source-integration skills, including citation, referencing, summarising, and paraphrasing, and by proposing targeted instructional strategies that foster ethical source use, strengthen academic integrity, and prepare learners for advanced research. | |
| Publisher | AOSIS | |
| Date | 2026-01-16 | |
| Identifier | 10.4102/rw.v17i1.614 | |
| Source | Reading & Writing; Vol 17, No 1 (2026); 7 pages 2308-1422 2079-8245 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://rw.org.za/index.php/rw/article/view/614/1554
https://rw.org.za/index.php/rw/article/view/614/1555
https://rw.org.za/index.php/rw/article/view/614/1556
https://rw.org.za/index.php/rw/article/view/614/1557
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