EFL students' perceptions of using paraphrasing techniques in academic writing

Abstract

This study investigates the perception of English as a Foreign Language (EFL) studentsregardingtheapplicationofparaphrasingtechniquesintheiracademicwriting. It aims to identify the challenges they face when applying paraphrasing methods, their perceptions of the benefits of paraphrasing, and the common techniques they use. Conducted at Can Tho University (CTU), one of the leading universities in the Mekong Delta, Vietnam, the research involved 165 English major students from the English Teacher Education programs. To gather data, a comprehensive questionnaire wasadministered toevaluate the students'challengesin paraphrasing, theirperceptions of its benefits, and preferred paraphrasing methods. A 5-point Likert scale was used to gauge responses and to propose solutions for overcoming these obstacles. An interview was also conducted to validate the questionnaire findings. Results indicated that many students experienced difficulties in effectively applying paraphrasing techniques to their writing despite a solid understanding of the techniques' benefitsand a high level of recognition of how to paraphrase. Based on these findings, specific solutions were proposed to help students adopt the most suitable writing strategies and mitigate challenges in learning writing. The study highlights the importance of addressing students' reading comprehension challenges to inform effective teaching strategies. It also underscores the role of student responsibility in actively engaging with the study to enhance their writing skills. By suggesting targeted solutions and promoting student engagement, this research contributes meaningfully to elevating the quality of English teaching and learning at CanTho University.