Abstract
Although integrated writing tasks have received increasing attention in language testing research over the past two decades, the processes related to how students use source material in integrated tasks remain largely unknown. The present study probed into the volume and the patterns of source use, if any, across three integrated writing tasks, namely reading–writing, listening–writing, and reading–listening–writing. Source material use variations among students by proficiency levels were also examined. The results showed that although both the more and the less proficient students used source material in their writing, their source use frequency and source type differed in terms of comprehension, the borrowing of ideas, and gaining language and organizational support. From this, implications for the design of and further inquiries into integrated tasks were drawn.
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Funding
This research was funded by Project of Educational Commission of Guangdong Province of China (2017WQNCX017).
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Zhou, Y., Bin, K. (2022). How Chinese College EFL Learners Use Source Material Across Different Integrated Writing Tasks: A Comparative Study. In: Hamp-Lyons, L., Jin, Y. (eds) Assessing the English Language Writing of Chinese Learners of English. Springer, Cham. https://doi.org/10.1007/978-3-030-92762-2_6
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DOI: https://doi.org/10.1007/978-3-030-92762-2_6
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