Exploring EFL English Majors' Perceptions and Practices of Using Paraphrasing as an Academic Writing Skill: A case in Can Tho city

Abstract

"This study investigates the perceptions and practices of EFL English-major students at Can Tho University regarding the use of paraphrasing as an academic writing skill. Employing a mixed-methods design, the research collected data from 84 participants through questionnaires and conducted interviews with 9 students across three cohorts. The findings reveal that students hold highly positive perceptions of paraphrasing, recognizing its essential role in avoiding plagiarism, enhancing clarity, deepening comprehension of source texts, and supporting the development of academic voice. However, despite this strong awareness, many students report limited confidence in their actual paraphrasing ability. In terms of practices, the results show that students frequently apply lexical and semantic techniques, such as synonym replacement and word-form changes, while relying less on syntactic and organizational strategies like sentence restructuring or idea reordering. Students also demonstrate heavy dependence on dictionaries and AI-based tools during paraphrasing tasks. The study further identifies several challenges faced by students, including limited academic vocabulary, difficulty restructuring complex sentences, fear of distorting original meaning, and concerns about unintentional plagiarism. The study concludes with pedagogical implications, emphasizing the need for explicit instruction, early training, and consistent feedback to improve students’ paraphrasing competence. Practical recommendations for teaching and learning are provided to enhance academic writing performance among EFL learners."