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Source use in a Chinese integrated writing task among secondary students in Hong Kong.

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Title: Source use in a Chinese integrated writing task among secondary students in Hong Kong.
Authors: Liao, Xian1 (AUTHOR), Li, Zicheng1 (AUTHOR), Zhao, Pengfei1 (AUTHOR) s1139431@s.eduhk.hk
Source: Reading & Writing. Apr2026, Vol. 39 Issue 4, p1405-1429. 25p.
Subject Terms: *Secondary education, *Reference sources, *Assessment of education, Chinese language, Paraphrase, Hongkongers
Geographic Terms: Hong Kong (China)
Abstract: To succeed in integrated writing tasks, source use is commonly regarded as an essential but demanding skill for students at different educational levels. Whereas substantial efforts have been devoted to English settings, it is less clear how students use sources in non-English contexts. This study investigated source use (i.e., source idea use and linguistic transformation) in a Chinese integrated commentary writing task undertaken by 223 secondary students in Hong Kong. Textual analysis showed that for source idea use, secondary students tended to borrow ideas from source texts more frequently than they did when generating original ideas. As for linguistic transformation, students showed a significantly higher frequency of copying information from sources than paraphrasing. Furthermore, we found a significant impact of source use on writing performance, accounting for approximately 10% of the variance in task performance. Additionally, the predictive effect of the total number of original ideas on writing performance became significant after the total number of ideas from both source texts entered the model. This study provides a comprehensive understanding of secondary students' source use in a Chinese integrated commentary writing task, with implications for integrated writing instruction and assessment. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Source use in a Chinese integrated writing task among secondary students in Hong Kong.
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Apr2026, Vol. 39 Issue 4, p1405-1429. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reference+sources%22">Reference sources</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+language%22">Chinese language</searchLink><br /><searchLink fieldCode="DE" term="%22Paraphrase%22">Paraphrase</searchLink><br /><searchLink fieldCode="DE" term="%22Hongkongers%22">Hongkongers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong+%28China%29%22">Hong Kong (China)</searchLink>
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  Label: Abstract
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  Data: To succeed in integrated writing tasks, source use is commonly regarded as an essential but demanding skill for students at different educational levels. Whereas substantial efforts have been devoted to English settings, it is less clear how students use sources in non-English contexts. This study investigated source use (i.e., source idea use and linguistic transformation) in a Chinese integrated commentary writing task undertaken by 223 secondary students in Hong Kong. Textual analysis showed that for source idea use, secondary students tended to borrow ideas from source texts more frequently than they did when generating original ideas. As for linguistic transformation, students showed a significantly higher frequency of copying information from sources than paraphrasing. Furthermore, we found a significant impact of source use on writing performance, accounting for approximately 10% of the variance in task performance. Additionally, the predictive effect of the total number of original ideas on writing performance became significant after the total number of ideas from both source texts entered the model. This study provides a comprehensive understanding of secondary students' source use in a Chinese integrated commentary writing task, with implications for integrated writing instruction and assessment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-025-10657-5
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        Text: English
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              Text: Apr2026
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