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dc.contributor.authorDuman, Ayla Yaçın
dc.contributor.authorSağlam, Aslı Lidice Göktürk
dc.date.accessioned2021-06-15T11:47:11Z
dc.date.available2021-06-15T11:47:11Z
dc.date.issued2020-06
dc.identifier.issn2148-4066en_US
dc.identifier.urihttp://hdl.handle.net/10679/7436
dc.identifier.urihttps://www.nalans.com/index.php/nalans/article/view/219
dc.description.abstractSource-based writing, using content from reading texts into writing, constitutes a prominent aspect of academic writing. Both research and classroom practice have demonstrated that effective use of sources poses challenges for undergraduate students in second language (L2) writing instruction. In acknowledgement of these challenges in writing from sources, this study aims to explore discourse features of writing in an integrated writing exam conducted in a Turkish university context to fulfil a university examination requirement for EFL learners. Having taken a credit bearing English for Academic Purposes (EAP) writing course, students completed the source-based writing assessment task, which requires them to compose an argumentative essay by integrating relevant information from the given texts. Twenty essays were graded and categorized into 3 levels of proficiency. The essays were analysed in terms of discourse features including lexical sophistication, fluency, source use (amount and type of source borrowing) and meaning construction (appropriateness). The Kruscall-Wallis test was conducted to determine the relation between proficiency levels and discourse features of students' writing. A significant difference was found regarding the relation between proficiency and appropriacy of source-use across levels. The study has implications for pedagogy to enhance academic literacy and citation practices and source use of L2 university students as well as for integrated writing assessment.en_US
dc.language.isoengen_US
dc.publisherKaradeniz Technical Universityen_US
dc.relation.ispartofNALANS: Journal of Narrative and Language Studies
dc.rightsopenAccess
dc.titleExploring source use, discourse features and their relation to proficiency in source-based writing assessment in a turkish eap contexten_US
dc.typeArticleen_US
dc.description.versionPublisher versionen_US
dc.peerreviewedyesen_US
dc.publicationstatusPublisheden_US
dc.contributor.departmentÖzyeğin University
dc.contributor.authorID(ORCID 0000-0002-1816-7314 & YÖK ID 39133) Duman, Ayla
dc.contributor.authorID(ORCID 0000-0001-8536-269X & YÖK ID 141733) Sağlam, Aslı
dc.contributor.ozuauthorDuman, Ayla Yaçın
dc.contributor.ozuauthorSağlam, Aslı Lidice Göktürk
dc.identifier.volume8en_US
dc.identifier.issue14en_US
dc.identifier.startpage112en_US
dc.identifier.endpage129en_US
dc.subject.keywordsAppropriatenessen_US
dc.subject.keywordsDiscourse featuresen_US
dc.subject.keywordsFluencyen_US
dc.subject.keywordsLexical sophisticationen_US
dc.subject.keywordsProficiencyen_US
dc.subject.keywordsReading-to-writing assessmenten_US
dc.subject.keywordsSource-based writingen_US
dc.subject.keywordsTextual borrowingen_US
dc.identifier.scopusSCOPUS:2-s2.0-85095124050
dc.contributor.authorFemale2
dc.relation.publicationcategoryArticle - International Refereed Journal - Institutional Academic Staff


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