Writing from Sources in Second Language Contexts: A Systematic Review of a Decade (2013–2023) Literature

This review synthesises a decade (2013-2023) of research on non-transgressive intertextuality in a second language context. It examines the myriad manifestations of intertextuality in diverse contexts and the various strategies researchers employ to offer distinctive perspectives on the concept. The study categorises the findings into three thematic areas: sociocultural and ideological dimensions, which focus on issues of power, identity, and ideologies in discourses; cultural and disciplinary variations, which focus on power, identity and language ideologies in discourse; cultural and disciplinary variations highlighting cross-disciplinary and cultural influences; and cognitive and pedagogical dimensions, which explore the mental and instructional processes underpinning academic literacy development in second-language contexts. The review highlights the need for a working definition of non-transgressive intertextuality and proposes a layered typology that encompasses ethical, rhetorical, and strategic intertextual practices. While critical and cognitive influences are dominant in the literature, significant gaps remain in the developmental aspects, particularly for emerging writers. Furthermore, it underscores a lack of clarity in task expectations, minimal empirical focus on pedagogical design, teacher mediation, and the limited application of technology and multimodal tools in scaffolding intertextual competence. The findings have significant implications for L2 writing instruction, curriculum design, and policy, suggesting a shift toward culturally responsive, critically oriented, and cognitively supportive pedagogy in multilingual contexts.