Textual Borrowing Behaviors in Integrated Tasks
Scientific Journal of Humanities and Social Sciences, (2026), Vol.8, No.7, pp.137-142
Published: July 13, 2026
DOI: 10.54691/b9vw9134
Abstract
This review synthesizes research on textual borrowing in integrated L2 tasks. It focuses on how L2 writers and speakers use source texts. Three dimensions are covered: extent, form, and influencing factors. Challenges include over-reliance, poor paraphrasing, and content distortion. For writing tasks, the review examines theoretical bases, design effects, and automated scoring. For speaking tasks, it addresses cognitive load, strategy use, and task-type differences. A major gap is the lack of studies on source use in speaking. Pedagogical recommendations stress explicit instruction in paraphrasing, summarizing, and academic integrity, along with careful task design to improve authenticity and validity.
Keywords:
Textual borrowing; integrated writing tasks; integrated speaking tasks.
APA Citation:
Lu Zhang (2026). Textual Borrowing Behaviors in Integrated Tasks. Scientific Journal of Humanities and Social Sciences, 8(7), 137-142. https://doi.org/10.54691/b9vw9134
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