Abstract
One of the prevalence of digital technology in academic writing, particularly in literature reviews, is the use of paraphrasing tools.However, there is a lack of research focusing on overcoming students' paraphrasing difficulties in writing.Using the notion of Schuemann, C., Byrd, P., & Reid. (2006), this paper explores students’ difficulties with paraphrasing and the use of online paraphrasing tools. A descriptive qualitative approach was used to collect data from 30 students enrolled in the Magister's of English Language Education (MELE) study program. Students' responses to two types of questionnaires were used as data sources. The study found that 83percent of the paraphrasing tools were used to rewrite the source text. Then, the most difficulties in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using correct grammar and appropriate vocabulary, and redundant/un-variative words. Furthermore, online paraphrasing tools mainly assist students in using the appropriate parts of speech (3.88) and in selecting appropriate vocabulary (3.79). It can then rewrite the source text using the same idea but a different writing style (3.75), correct grammar (3.67), the appropriate synonym to paraphrase (3.67), and changing the active sentence to the passive voice and vice versa (3.54). It can also change the source text's sentence structure (3.46), use proper tenses in literature reviews (3.38), and use proper discourse markers (3.33). Finally, students of the MELE study program can change the source text. Despite the numerous advantages of online paraphrasing tools, students are unable to read or comprehend text, which is the first step in the paraphrasing process.
Highlights
Digital literacy has been widely used in education, in the EFL context
Siti Drivoka Sulistyaningrum / JELS 6 (2) (2021) 229-243 Internet-based sources, as well as simple access to them, has changed "the way knowledge is constructed, shared, and assessed." the quality, efficacy, validity, and reliability of some Internet-based materials is questionable from an educational standpoint (Rogerson & McCarthy, 2017)
This paper explores the extent of the Magister of English Language Education student’s paraphrasing difficulties are in a literature review and how online paraphrasing tools could help students in dealing with those difficulties
Summary
Digital literacy has been widely used in education, in the EFL context. Paraphrasing tools as one of the prevalence of digital technology andSiti Drivoka Sulistyaningrum / JELS 6 (2) (2021) 229-243 Internet-based sources, as well as simple access to them, has changed "the way knowledge is constructed, shared, and assessed." the quality, efficacy, validity, and reliability of some Internet-based materials is questionable from an educational standpoint (Rogerson & McCarthy, 2017). Paraphrasing tools as one of the prevalence of digital technology and. Utilizing paraphrasing tools and students’ writing difficulties in paraphrasing are significant issues considered by researchers around the world. There is not much available information about utilizing online paraphrasing tools to overcome students’ paraphrasing difficulties in literature reviews. Prentice & Kinden (2018) defines that paraphrasing tools were designed to be deceived by word matching software, but they never intended to duplicate human generated language. Students are using this tool to manipulate text from a variety of original sources in order to trick word matching technologies. In line with that idea, paraphrasing tools on the internet are text processing applications that employ the same principles as machine translation (MT). The tools rely on synonym substitution without altering the overall syntax of the sentence, resulting in poor grammar and punctuation
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
