Source Text Use in First-Year University Students’ Academic Writing: A Within-Subject Analysis of L1 Chinese and L2 English Citation Practice

Citation in academic writing serves to provide evidence for arguments and demonstrate academic literacy. Previous research has largely focused on single perspectives, limiting insights into how source texts are used in citations. Furthermore, studies examining citation practices within the same bilingual writer’s first language (L1) and second language (L2) are scarce. This study explores two key areas using a within-subject design from contextual, intertextual, and functional perspectives: 1) the similarities and differences in citation practices among 25 first-year undergraduate novice writers using source texts in L1 Chinese and L2 English, and 2) how these practices reveal the challenges faced in both languages. Results indicate that, contextually, information-prominent citations were more common than author-prominent ones in both languages. Students used more reporting verbs in L2 but struggled with their meanings. Intertextually, generalization was more prevalent in L2, reflecting its emphasis on instruction. Functionally, application and evaluation were more common in L1, while establishing links was emphasized in L2. These findings underscore the need for clear task requirements and standards in citation practices, which could enhance undergraduate students’ academic writing success.